Cognitive reserve (CR) is a protective mechanism that supports sustained cognitive function following damage to the physical brain associated with age, injury, or disease. The goal of the research was to identify relationships between age, CR, and brain connectivity. A sample of 90 cognitively normal adults, ages 45–64 years, had their resting-state brain activity recorded with electroencephalography (EEG) and completed a series of memory and executive function assessments. CR was estimated using years of education and verbal IQ scores. Participants were divided into younger and older age groups and low- and high-CR groups. We observed greater left- than right-hemisphere coherence in younger participants, and greater right- than left-hemisphere coherence in older participants. In addition, greater coherence was observed under eyes-closed than eyes-open recording conditions for both low-CR and high-CR participants, with a more substantial difference between recording conditions in individuals high in CR regardless of age. Finally, younger participants low in CR exhibited greater mean coherence than younger participants high in CR, whereas the opposite pattern was observed in older participants, with greater coherence in older participants high in CR. Together, these findings suggest the possibility of a shift in the relationship between CR and brain connectivity during aging.
This study was concluded before the new program began. Id. 4. See id. at 20. 5. Of the 213 students in the class of 2014, 192 (90.14%) took the Texas bar exam. Of the 238 students in the class of 2013, 214 (89.91%) took the Texas bar exam. The data are on file with authors. This information was compiled from internal records of Texas Tech Law. 6. See, e.g., Bar Exam, TEX. BOARD L. EXAMINERS, https://ble.texas.gov/current-exam (last visited Apr. 10, 2017). 7. The document containing such information is on file with authors but may only be made available in redacted form due to its confidential nature. 8. See infra Part IV.F.
This article describes the education portion of an ongoing grant-sponsored education and research project designed to help graduate students in all engineering disciplines learn about the basic ethical principles, rules, and obligations associated with engineering practice in the United States. While the curriculum developed for this project is used for both domestic and international students, the educational materials were designed to be sensitive to the specific needs of international graduate students. In recent years, engineering programs in the United States have sought to develop a larger role for professional ethics education in the curriculum. Accreditation requirements, as well as pressures from the private sector, have helped facilitate this shift in focus. Almost half of all engineering graduate students in the U.S. are international students. Further, research indicates that the majority of these students will remain in the U.S. to work post-graduation. It is therefore in the interest of the profession that these students, coming from diverse backgrounds, receive some formal exposure to the professional and ethical expectations and norms of the engineering profession in the United States to help ensure that they have the knowledge and skills--non-technical as well as technical--required in today's engineering profession. In becoming acculturated to professional norms in a host country, international students face challenges that domestic students do not encounter; such as cultural competency, language proficiency, and acculturation stress. Mitigating these challenges must be a consideration in the development of any effective education materials. The present article discusses the project rationale and describes the development of on-line instructional materials aimed at helping international engineering graduate students acclimate to professional engineering ethics standards in the United States. Finally, a brief data summary of students' perceptions of the usefulness of the content and instructional interface is provided to demonstrate the initial effectiveness of the materials and to present a case for project sustainability.
Firearm injuries are a significant and preventable cause of death in Canadian youth. Adolescent and young adult males are disproportionately affected; however, firearm-related deaths occur in youth of all ages. Canada's rate of firearm ownership is lower than that of the USA, but high compared with other upper-income countries. The availability of firearms to youth is an important factor in adolescent suicide, unintentional firearm deaths, gang homicide and school shootings. Guns should not be kept in homes or environments where children and adolescents live or play. Screening for the presence of a firearm in the home is an essential part of the safety assessment of a depressed or suicidal youth, and removal of the firearm from the home must be recommended in this situation. Legislative measures to strictly control the acquisition, transport, ownership and storage of firearms, and to reduce smuggling of firearms, are also recommended.
The present project embarked on an educational intervention, consisting of a series of online ethics learning modules, to aid international graduate students in overcoming the acculturation barriers to understanding and inculcating normative ethical obligations associated with engineering practice and research in the United States. A fundamental initial step in the process of helping international, as well as domestic, engineering graduate students embrace ethical obligations is to provide clear instruction on fundamental engineering ethical principles and values relevant in the United States. Most institutes of higher education do not have a cohesive approach to basic graduate engineering ethics instruction, much less materials that have been calibrated for international students (National Science Foundation, http://www.nspe.org/Ethics/index.html, 2009). Herein the authors describe our instructional intervention, as well as to document the development, design, and assessment of the learning modules intended to provide students with a framework for learning ethical precepts and applying them in the engineering field. Think-Aloud Protocol and Cognitive Task Analysis results were used to improve the content modules and learning experience. Initial pilot findings indicate that the content modules increased student knowledge acquisition compared to pre-test performance, indicating a step-forward in the formulation of a useful learning tool for graduate engineering ethics instruction.
Electrochemical impedance spectroscopy (EIS) is used to evaluate the resistive state of an electrode surface. EIS is growing more popular in evaluating materials for biosensors and energy applications. In the case of biosensors, EIS can passively evaluate the binding event of a biomolecule to a surface recognition element. We have studied EIS inconsistent measurements from a bare carbon electrode under various conditions to evaluate the associated drift over multiple runs.[1] Without changing any variables run-to-run, a measurable drift can be expressed linearly or as a Langmuir isotherm over multiple measurements. The total change in charge transfer resistance is dependent on the solution and media, including the choice of surfactant used to solubilize various analytes. Herein we will report our progress of EIS measurements from multiple different surfaces including peptides, polymers, and bare electrodes. We found that drift can be associated with specific surface changes (decoupling of surface modification or changes in surface states) and adsorbing of solution media to the surface. In the case of the bare electrode, surfactant and solution choice is important to minimize drift and increase confidence in run-to-run measurements. Acknowledgements: The authors would like to acknowledge the financial support from NIH (P20 GM113131). References: [1] E. Ziino, S. Marnoto, J.M. Halpern, Investigation to Minimize Electrochemical Impedance Spectroscopy Drift, ECS Trans. 97 (2020) 737–745. https://doi.org/10.1149/09707.0737ecst.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.