Neuro-space mapping for modeling heterojunction bipolar transistor

A neuro-space mapping(Neuro-SM) for modeling heterojunction bipolar transistor(HBT) is presented, which can automatically modify the input signals of the given model by neural network. The novel Neuro-SM formulations for DC and small-signal simulation are proposed to obtain the mapping network. Simulation results show that the errors between Neuro-SM models and the accurate data are less than 1%, demonstrating that the accurcy of the proposed method is higher than those of the existing models.     

Cloning and efficient expression of <Emphasis Type="Italic">Bacillus sp.</Emphasis> BH072 <Emphasis Type="Italic">tasA</Emphasis> gene in <Emphasis Type="Italic">Escherichia coli</Emphasis>

The Bacillus strain BH072 isolated from a honey sample showed strong antifungal activity against phytopathogen. Gene cloning test demonstrated that the strain had a tasA gene encoding an antifungal TasA protein. Although the wild strain simultaneously produced various antifungal substances, only the physicochemical property and antifungal activity of TasA protein were unclear due to the difficulty in extraction. In this study, tasA gene encoding the protein from Bacillus sp. BH072 was amplified by using the polymerase chain reaction (PCR) method and cloned into pET 28a (+) vector, and then expressed in host cells Escherichia coli BL21 (DE3). The expressed proteins were collected by centrifugation and ultrasonic treatment, and then purified by using nickel-nitrilotriacetic acid (Ni-NTA) metal affinity column and dialysis methods. The result of sodium dodecyl sulfate-polyacrylamide gel electrophoresis (SDS-PAGE) test showed that an expected protein band appeared with a size of 31 kDa. The expressed products possessed antifungal activity against the phytopathogenic indicator strain Botrytis cinerea. A genetically engineered strain tasA of E. coli was established in this study which can efficiently express Tas A protein.     

Culturally Responsive Counseling for Asian Americans: Clinician Perspectives

Research has consistently found acute mental health treatment disparities among Asian Americans. One proposed reason for the underutilization of mental health services by Asian Americans is that available services are not culturally competent. This exploratory study presents qualitative data gathered from interviews with professional counselors who serve Asian American clients. Findings revealed significant barriers to counseling due to cultural stigma and shame, suppression of emotions, and communication gaps between clients and counselors. In response, clinicians frequently made adjustments to therapeutic approaches to accommodate the cultural beliefs and practices of clients and families. Implications for practice and research are discussed.     

Differential effects of reading trainings on reading processes: a comparison in Grade 2

Phonics, fluency, and reading strategy trainings are evidence-based interventions that foster the reading skills of poor readers in primary school. The purpose of the present study was to compare differential effects of the three types of trainings on the efficiency of component processes on word, sentence, and text level immediately after the training and at a 3-month follow-up. The 235 poor readers were randomly allocated to one of the reading interventions or to a control condition. All interventions consisted of 25 sessions that were scheduled twice a week and lasted 45 min. Results indicated short-term effects of the phonics training and the strategy training on the efficiency of a broad range of word-level and sentence-level processes. None of the treatment effects persisted over the long term, indicating the need for instructional efforts to regularly practice the acquired skills after the actual training.     

The role of metacognitive competences in the development of school achievement among gifted adolescents

Gifted underachievers perform worse in school than would be expected based on their high intelligence. Possible causes for underachievement are low motivational dispositions (need for cognition) and metacognitive competences. This study tested the interplay of these variables longitudinally with gifted and non-gifted students from Germany (N = 341, 137 females) in Grades 6 (M = 12.02 years at t1) and 8 (M = 14.07 years). Declarative and procedural metacognitive competences were assessed in the domain of reading comprehension. Path analyses showed incremental effects of procedural metacognition over and above intelligence on the development of school achievement in gifted students (β = .139). Moreover, declarative metacognition and need for cognition interactively predicted procedural metacognition (β = .169), which mediated their effect on school achievement.     

Integration of Scientific Competence into Gross Anatomy Teaching Using Poster Presentations: Feasibility and Perception among Medical Students

Scientific competencies, as defined in the German competency framework, describe the ability to think independently and act scientifically which is a central component of medical education. This report describes integration of scientific competencies into anatomical teaching. Based on findings seen in two consecutive years of dissection courses, students worked on either a case report (n = 70) or an original research study (n = 6) in the format of a scientific poster while learning to use primary literature. Posters were evaluated by juror teams using standardized evaluation criteria. Student perception of the project was assessed by quantitative and qualitative data obtained from the faculty's course evaluation and an online-survey. Overall, students worked collaboratively and invested extra-time (median 3.0 hours) in poster creation. Primary literature was integrated in 90.8% of the posters. Overall poster quality was satisfactory (46.3 ± 8.5 [mean ± standard deviation] out of 72 points), but several insufficiencies were identified. Students integrated information gained from the donor's death certificate, post-mortem full-body computed tomography (CT) scan (22.4%), and histopathological workup (31.6%) in their case reports. Students responded positively about learning new scientific skills (median 4.0 on a six-point Likert scale), but free-text answers revealed that some students experienced the project as an extra burden in a demanding gross anatomy course. In summary, it was feasible to introduce students to scientific skills during the dissection course and to increase interest in science in approximately a third of the survey respondents. Further adjustments to ensure the posters' scientific quality might be necessary for the future.     

What factors motivate male and female Generation Z students to become engaged as peer teachers? A mixed-method study among medical and dental students in the gross anatomy course

Peer-teaching is widely established in anatomy teaching and offers well-described advantages. Nevertheless, at Ulm University, Germany, a reduction in the number of peer teacher applicants for the dissection course was observed. This study examined factors related to the attractiveness of a position as a peer teacher for Generation Z students. Participants of the gross anatomy course were asked to evaluate factors influencing the attractiveness of a peer teacher position using a six-point Likert scale. Additionally, open-ended questions were analyzed qualitatively. Sex-specific subgroup analysis was performed comparing students of low and high motivation to apply for a tutorship. Of the 374 students who participated in this study (response rate 53%), 38% stated that they were intending to apply as peer teachers. Data indicated that students displayed intrinsic motivation to apply for a tutorship because of the opportunity to improve their anatomy knowledge and/or their pleasure in teaching. In contrast, extrinsic factors like remuneration of the tutorship and its relevance for their curriculum vitae were least important. Anatomy educators underestimated the demotivating factor of the workload associated with the tutorship and encouraged students less frequently to apply than peer teachers. Only minor sex-specific differences could be identified. Nevertheless, female students were encouraged less frequently to apply than their male peers. In summary, Generation Z students apply as peer teachers because they are enthusiastic about the task. To motivate students to commit to extracurricular activities like a tutorship, anatomy educators should actively encourage students—particularly females—more frequently to apply.     

Comparison of digoxin concentration in plastic serum tubes with clot activator and heparinized plasma tubes

Introduction:

Sample type recommended by the manufacturer for the digoxin Abbott assay is either serum collected in glass tubes or plasma (sodium heparin, lithium heparin, citrate, EDTA or oxalate as anticoagulant) collected in plastic tubes. In our hospital samples are collected in plastic tubes. Our hypothesis was that the serum sample collected in plastic serum tube can be used interchangeably with plasma sample for measurement of digoxin concentration. Our aim was verification of plastic serum tubes for determination of digoxin concentration.

Materials and methods:

Concentration of digoxin was determined simultaneously in 26 venous blood plasma (plastic Vacuette, LH Lithium heparin) and serum (plastic Vacuette, Z Serum Clot activator; both Greiner Bio-One GmbH, Kremsmünster, Austria) samples, on Abbott AxSYM analyzer using the original Abbott Digoxin III assay (Abbott, Wiesbaden, Germany). Tube comparability was assessed using the Passing Bablok regression and Bland-Altman plot.

Results:

Serum and plasma digoxin concentrations are comparable. Passing Bablok intercept (0.08 [95% CI = −0.10 to 0.20]) and slope (0.99 [95% CI = 0.92 to 1.11]) showed there is no constant or proportional error.

Conclusion:

Blood samples drawn in plastic serum tubes and plastic plasma tubes can be interchangeably used for determination of digoxin concentration.     

Social capital as a driver of local knowledge exchange: a social network analysis

The objective of this paper is to take an in-depth look, from a network perspective, at the role that social capital plays in improving knowledge exchange between organizations. To do this, we consider the three dimensions of social capital: the structural dimension, as measured by the position of firms bridging structural holes; the relational dimension, as gauged by the level of trust and friendship in each relationship; and the cognitive dimension, as estimated by the presence of a shared culture. We also evaluate the level of organizational and human capital present in terms of the firms in the network. Empirical evidence has been gathered from the Madrid Science Park in Spain by applying the social network analysis methodology. The results show that the three dimensions of social capital play a significant role in increasing knowledge exchange in this network, while human and organizational capital differences are only significant for a sub-sample.     

Freelancers and the absorption of external knowledge: practical implications and theoretical contributions

The term absorptive capacity (AC) describes the process of utilising external knowledge. Although firms are becoming increasingly reliant on highly skilled freelancers as a source of external knowledge, the literature on AC has not incorporated this collaboration for freelancers. In this paper, we address this research deficit in two ways: First, we argue that the ability to collaborate effectively and efficiently with freelancers plays a crucial role in the process of absorbing external knowledge. Second, we argue that the example of freelancers challenges researchers to rethink the conceptualisation of organisational boundaries within the concept of AC. Our paper is based upon previous theoretical insights and exploratory empirical data from a research project on German IT freelancers. For the practice of knowledge management, our paper elaborates upon how organisations can enhance their AC by investing in practices and routines that contribute to successful collaboration with freelancers.