Peppermint spirits may be a useful adjunct in the treatment of postoperative nausea. This study should be replicated with more participants, using a variety of aromatherapies to treat nausea in participants with different preoperative diagnoses.

The generation of a register of highly coherent, but independent, qubits is a prerequisite to performing universal quantum computation. Here we introduce a qubit encoded in two nuclear spin states of a single 87Sr atom and demonstrate coherence approaching the minute-scale within an assembled register of individually-controlled qubits. While other systems have shown impressive coherence times through some combination of shielding, careful trapping, global operations, and dynamical decoupling, we achieve comparable coherence times while individually driving multiple qubits in parallel. We highlight that even with simultaneous manipulation of multiple qubits within the register, we observe coherence in excess of 105 times the current length of the operations, with $${T}_{2}^{{{{{\mathrm{echo}}}}}}=\left(40\pm 7\right)$$ T 2 echo = 40 ± 7 seconds. We anticipate that nuclear spin qubits will combine readily with the technical advances that have led to larger arrays of individually trapped neutral atoms and high-fidelity entangling operations, thus accelerating the realization of intermediate-scale quantum information processors.

Heart failure affects more than 5 million people in the United States. The treatments of this disease include medical therapy, heart transplantation, and the implantation of ventricular assist devices. These devices are used in patients who are no longer responsive to conservative medical treatment, who are not candidates for a heart transplantation (destination therapy), who are awaiting a heart transplantation (bridge to transplantation), and who have acute heart failure and whose myocardial function is expected to return to normal (bridge to recovery). Although this therapy improves the mortality and quality of life among patients with heart failure, the devices also carry risk of multiple complications. This article discusses the acute and long-term complications of ventricular assist devices.

The conversation on adaptive management has grown fast amongst development actors. These conversations often focus on designing, commissioning, and managing large-scale development programmes. Exactly how this impacts the frontline, the implementers, and day-to-day project delivery is still being debated. Yet, perspectives drawn directly from practice are often largely missing within these debates. This paper is written by two development practitioners. Through this paper, we reflect on the difference between adaptive management and adaptive delivery, and how this interacts with risk and aid accountability, particularly in contexts of fragility.

Since 1998, developing online courses to accommodate nontraditional students has been a major focus at a public commuter university in the southeast. Concern about the quality of online instruction prompted a number of faculty members in different disciplines to explore pedagogically sound methods for improving and evaluating their teaching using instructional technology. In response to the impetus to have a framework for the development of online courses, a seminar series based on the Seven Principles of Undergraduate Education was developed. On the basis of the pedagogical principles presented during the seminar series, the online nursing research course was redesigned to be more learner-centered by increasing student-to-student and student-to-faculty interaction. Seven interactive modules were developed to address students' diverse learning styles. Using this approach for teaching an online nursing research course, students were able to learn the important concepts typically taught in a traditional, face-to-face course, while managing family and work responsibilities.

The outbreak of the COVID-19 pandemic was an unprecedented event in the modern era. Earlier studies demonstrated how ‘critical junctures’, which comprise major historical events and emergencies, often play an essential role in social change. This paper seeks to explore whether the COVID-19 pandemic would prove to be a similar pivotal moment, and what lessons and insights we could gather for positive social change. The research set out to find key insights on how individuals, communities, and organizations in civil society were responding to the pandemic in low-income populations at the intersection of multiple inequalities. These lessons could inform how donors, governments and NGOs might reshape their efforts to reduce emerging or deepening inequalities, and how civil society organisations and community-based organisations could amplify their positive impacts. Over 18 months, from September 2020 to March 2022, the ‘Emergent Agency’ research convened a global conversation between activists, development practitioners, researchers, and academics to better understand the phenomena that were taking place in response to the pandemic. The research collected more than 200 case studies and held a series of webinars and conversations in thematic clusters to uncover what these responses could teach us. The research project was enabled with funding from The Atlantic Fellows for Social and Economic Equity programme (AFSEE) of the London School of Economics.

The outbreak of the COVID-19 pandemic was an unprecedented event in the modern era. Earlier studies demonstrated how ‘critical junctures’, which comprise major historical events and emergencies, often play an essential role in social change. This paper seeks to explore whether the COVID-19 pandemic would prove to be a similar pivotal moment, and what lessons and insights we could gather for positive social change. The research set out to find key insights on how individuals, communities, and organizations in civil society were responding to the pandemic in low-income populations at the intersection of multiple inequalities. These lessons could inform how donors, governments and NGOs might reshape their efforts to reduce emerging or deepening inequalities, and how civil society organisations and community-based organisations could amplify their positive impacts. Over 18 months, from September 2020 to March 2022, the ‘Emergent Agency’ research convened a global conversation between activists, development practitioners, researchers, and academics to better understand the phenomena that were taking place in response to the pandemic. The research collected more than 200 case studies and held a series of webinars and conversations in thematic clusters to uncover what these responses could teach us. The research project was enabled with funding from The Atlantic Fellows for Social and Economic Equity programme (AFSEE) of the London School of Economics.

The aim of this study was to determine to what extent translation may be an effective pedagogical tool for use by UK GCSE language students. It is offered as a contribution to the ongoing debate regarding the use of pedagogical translation. In March 2015, 41 students preparing for their GCSE Spanish exams were presented with a variety of translation-based activities, including a discussion about professional translation, a mistranslations exercise and a group translation task. The research design combined both translation as a means (explicative and process-oriented) and translation as an end (communicative and product-oriented), and was based upon a realistic, student-centred, socio-constructivist pedagogical foundation. Qualitative data, and a small amount of quantitative data, were collected via a post-session questionnaire and semi-structured group interview, through which students were asked about their experience of the translation sessions in order to answer the following questions: (1) According to students, does translation have a place in UK secondary school foreign language education? (2) If it does, what do students feel are its main benefits? (3) What form should translation activities take, according to students?Students felt that translation could add to their language classes in a variety of ways, including building their confidence, making their language learning more engaging, giving their learning a more ‘real-world’, practical focus and increasing their general language competency. They also felt that it was best delivered in the form of task-based group work. Students’ responses to the translation sessions were overwhelmingly positive, providing compelling support for further use of both explicative and communicative translation tasks in UK secondary school language education.