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The first (vfluc1), second (v2), and third (v3) harmonic coefficients of the azimuthal particle distribution at midrapidity are extracted for charged hadrons and studied as a function of transverse momentum (pT) and mean charged particle multiplicity density ⟨Nch⟩ in U+U (√sNN=193 GeV), Au+Au, Cu+Au, Cu+Cu, d+Au, and p+Au collisions at √sNN=200 GeV with the STAR detector. For the same ⟨Nch⟩, the vfluc1 and v3 coefficients are observed to be independent of the collision system, while v2 exhibits such a scaling only when normalized by the initial-state eccentricity (ϵ2). The data also show that ln(v2/ϵ2) scales linearly with ⟨Nch⟩−1/3. These measurements provide insight into initial-geometry fluctuations and the role of viscous hydrodynamic attenuation on vn from small to large collision systems.

We present two-particle pt correlations as a function of event centrality for Au+Au collisions at √sNN=7.7, 11.5, 14.5, 19.6, 27, 39, 62.4, and 200 GeV at the Relativistic Heavy Ion Collider using the STAR detector. These results are compared to previous measurements from CERES at the Super Proton Synchrotron and from ALICE at the Large Hadron Collider. The data are compared with UrQMD model calculations and with a model based on a Boltzmann-Langevin approach incorporating effects from thermalization. The relative dynamical correlations for Au+Au collisions at √sNN=200 GeV show a power-law dependence on the number of participant nucleons and agree with the results for Pb+Pb collisions at √sNN=2.76TeV from ALICE. As the collision energy is lowered from √sNN=200 to 7.7 GeV, the centrality dependence of the relative dynamical correlations departs from the power-law behavior observed at the higher collision energies. In central collisions, the relative dynamical correlations increase with collision energy up to √sNN=200 GeV in contrast to previous measurements that showed little dependence on the collision energy.

Classrooms are increasingly more diverse, and student success can be enhanced through family engagement, especially for culturally and linguistically diverse (CLD) students with disabilities. Too often teachers are stymied by how to engage CLD families of children with disabilities. Common practices of parent involvement are ineffective and fail to appreciate families as members of the educational team. Family engagement seeks to establish and maintain authentic family-school partnerships based on mutual respect and shared agency for student academic and social success. This column provides specific family engagement strategies that teachers and schools can implement in an effort to provide reciprocal collaboration.

Background: According to the Baby Friendly Hospital Initiative, when supplementary feeding occurs, mothers should be counseled on the use and risks of feeding bottles and teats. To help support this initiative it is important to understand the supplementation practices of Internationally Board Certified Lactation Consultants (IBCLC)®. Research aims: To determine (1) if the location of an IBCLC’s practice has any impact on supplemental feeding methods; (2) the preferred methods of and the main reasons for supplementation; (3) the level of an IBCLC’s confidence with supplemental feeding methods; (4) who is making supplemental feeding decisions; and (5) if there are geographical differences among supplementation choices and reasons for supplementation. Methods: An exploratory, descriptive, cross sectional survey of IBCLCs was conducted to generate data about their use of supplemental feeding methods. The survey was sent via email invitation through the International Board of Lactation Consultant’s Board of Examiners, with a response rate of 11.5% (N = 2,308). Results: There was no standard method of supplementation among participants. Participants indicated that they were confident advising mothers on alternative feeding methods. Only 17.6% (n = 406) of participants reported that the IBCLC was the caregiver who recommended the method of supplementation used. The majority of participants believed the Supplemental Feeding Tube Device SFTD) best preserves the breastfeeding relationship, and this was their preferred method of supplementation. However, the bottle was ranked as the number one method used in the United States, Australia, and Canada. The use of alternative feeding methods may be overwhelming to the mother. Conclusion: Supplementation by alternative feeding methods might help preserve the breastfeeding relationship and help reach the World Health Organization’s goal of increasing exclusive breastfeeding rates. © The Author(s) 2019.

Radial velocity (RV) searches for exoplanets have surveyed many of the nearest and brightest stars for long-term velocity variations indicative of a companion body. Such surveys often detect high-amplitude velocity signatures of objects that lie outside the planetary mass regime, most commonly those of a low-mass star. Such stellar companions are frequently discarded as false-alarms to the main science goals of the survey, but high-resolution imaging techniques can be employed to either directly detect or place significant constraints on the nature of the companion object. Here, we present the discovery of a compact companion to the nearby star HD 118475. Our Anglo-Australian Telescope RV data allow the extraction of the full Keplerian orbit of the companion, which is found to have a minimum mass of 0.445 M o. Follow-up speckle imaging observations at the predicted time of maximum angular separation rule out a main-sequence star as the source of the RV signature at the 3.3σ significance level, implying that the companion must be a low-luminosity compact object, most likely a white dwarf. We provide an isochrone analysis combined with our data that constrain the possible inclinations of the binary orbit. We discuss the eccentric orbit of the companion in the context of tidal circularization timescales and show that non-circular orbit was likely inherited from the progenitor. Finally, we emphasize the need for utilizing such an observation method to further understand the demographics of white dwarf companions around nearby stars. © 2019. The American Astronomical Society. All rights reserved.

Growing nonmedical use of prescription opioids is a global problem, motivating research on ways to reduce use and combat addiction. Medical cannabis (“medical marijuana”) legalization has been associated epidemiologically with reduced opioid harms and cannabinoids have been shown to modulate effects of opioids in animal models. This study was conducted to determine if Δ 9 -tetrahydrocannabinol (THC) enhances the behavioral effects of oxycodone. Male rats were trained to intravenously self-administer (IVSA) oxycodone (0.15 mg/kg/infusion) during 1 h, 4 h or 8 h sessions. Following acquisition rats were exposed to THC by vapor inhalation (1 h and 8 h groups) or injection (0–10 mg/kg, i.p.; all groups) prior to IVSA sessions. Fewer oxycodone infusions were obtained by rats following vaporized or injected THC compared with vehicle treatment prior to the session. Follow-up studies demonstrated parallel dose-dependent effects of THC, i.p., on self-administration of different per-infusion doses of oxycodone and a preserved loading dose early in the session. These patterns are inconsistent with behavioral suppression. Additional groups of male and female Wistar rats were assessed for nociception following inhalation of vaporized THC (50 mg/mL), oxycodone (100 mg/mL) or the combination. Tail withdrawal latency was increased more by the THC/oxycodone combination compared to either drug alone. Similar additive antinociceptive effects were produced by injection of THC (5.0 mg/kg, i.p.) and oxycodone (2.0 mg/kg, s.c.). Together these data demonstrate additive effects of THC and oxycodone and suggest the potential use of THC to enhance therapeutic efficacy, and to reduce the abuse, of opioids. © 2019 Elsevier Ltd

The flipped classroom, with its focus on student-centered learning and active student engagement, is a growing trend in social work education. This article presents an innovative way of delivering practice content through the flipped classroom model, which can be adapted for any level of social work education. It walks readers through the steps of developing the course and the successes and challenges of the flip, particularly with an incorporated skills lab component. Additionally, this article shares student reflections on the development and execution of the course, with specific feedback on the experiential learning environment, discussions surrounding instructor workload and preparation, and implications for future iterations of the course from students who had very little prior technologically centered learning experiences.

This qualitative analysis explores older adults’ lived experiences of incarceration. As part of a larger mixed-methods longitudinal study, 23 older adults were interviewed about their prison and reentry experiences. Findings describe experiences of loss, lack of medical attention, abuse by staff and other inmates, and the uncertainties and danger of prison life. After release, participants reported experiencing anxiety and stress related to their prison experiences. While participants reported that the ability to manage prison life deteriorated with age, some benefits of their senior status were also described. Maturity may allow older prisoners to remove themselves from volatile situations. Participants described experiences of rest and recovery, reflecting coping mechanism and resilience that could improve psychosocial outcomes during and after prison. This descriptive analysis centers the voices of older prisoners and informs interventions to support this vulnerable community.

This paper examines the appointment of male versus female career diplomats to ambassadorial posts. We assess the role played by ambassadors' individual characteristics, including education, marital status, and number of children, and host countries' characteristics, such as quality of life and regime type, in determining if a male or female is appointed to ambassadorial positions to represent the United States in foreign countries. The time frame of this study is the entire presidencies of Bill Clinton and George W. Bush (1993-2008), during which 603 career diplomats were appointed as ambassadors. The study provides empirical evidence that there remain significant differences between women and men serving as ambassadors. Female ambassadors are more likely to be single and have no children and are less likely to be Ivy League graduates than male ambassadors. Furthermore, they are more likely to be appointed to countries with lower quality of life and better human rights records. Finally, time plays a role in the likelihood of a woman being appointed as ambassador.

The significance of nursing competence in the care of pediatric trauma patients has been well documented. Continuing education for trauma nurses is a critical component of maintaining competence in pediatric trauma care; yet, there is significant variability in the programs and resources used to support this goal. The purpose of this current study was to describe the educational activities that practicing registered nurses engage in to inform their care of injured children. A quantitative, descriptive nonexperimental research design was utilized to describe the educational programs that members of the Society of Trauma Nurses (STN) must complete to work in verified and designated trauma centers. Participants completed a survey instrument that included demographic questions, pediatric trauma educational programs required/offered by their employer, and feedback about pediatric trauma nursing education. A total of 266 STN members completed the electronic survey, reflecting a 9% response rate. Most of the participants reported that the verifying body required trauma nursing education hours (n = 187, 70.3%). The number of required courses ranged from 1 to 6, with 33 (12.4%) reporting this 3-course combination-emergency nursing pediatric course (ENPC), pediatric advanced life support (PALS), and trauma nursing core course (TNCC). The second most common combination of courses (n = 30; 11.3%) was required to take both PALS and TNCC. No significant relationship was found between verifying agency type and continuing education program required (p¿ .05). Trauma nursing core course was the most popular course (n = 208; 79%), followed by PALS (n = 194; 73%) and ENPC (n = 103; 38%). Participants also shared barriers to continuing education activities. It has been 10 years since pediatric trauma nursing course utilization was first explored in the literature. There continue to be significant opportunities to support nurses in continuing education activities related to the care of injured children. While barriers to accessing these types of activities sometimes exist, it is the responsibility of the pediatric trauma community to explore these challenges even further and collaborate with others interested in improving the care of injured children.

This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education s EPAS competencies, the NASW s Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials.

This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education s EPAS competencies, the NASW s Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials.

This book was written to help social work educators make pedagogically sound, rational, practical, and ethical decisions about integrating technology into their social work programs and across the curriculum. It covers a range of essential topics, from understanding digital literacy skills to ethical implications for technology in social work practice, from using technology in the traditional classroom to fully online teaching environments. Case studies, practical examples, and technology tips are integrated into each chapter, and checklists show how technology is integrated with the Council on Social Work Education s EPAS competencies, the NASW s Code of Ethics, and other social work practice standards and guidelines. Appendices provide a wealth of practical materials.

Active interviewing approaches can exploit the verbal differences between truthtellers and liars, thus improving detecting deception. One such method is the Reality Interview (RI) aimed to facilitate recall from truthtellers, while increasing the difficulty for liars. This study investigated whether the RI could improve the diagnostic accuracy of the Reality Monitoring and the Criteria-Based Content Analysis. Liars and truthtellers were either asked to freely recall an event or interviewed with the RI. As hypothesized, the RI improved the discriminability of Reality Monitoring and Criteria-Based Content Analysis over Free Recall. Honest responses were longer, and the RI increased the word count difference between honest and false statements. However, after correcting for word count, results were no longer significant, showing its importance for deception detection. Nonetheless, the RI increased verbal differences between truthtellers and liars, demonstrating that using the RI with verbal credibility assessment tools is a powerful combination for investigative interviewing. © 2019 The Authors Applied Cognitive Psychology Published by John Wiley & Sons Ltd.