Is lithium in a class of its own? A brief profile of its clinical use

Lithium is a unique and effective psychotropic agent with a long-standing history of clinical use yet it is increasingly overlooked in lieu of newer agents. The purpose of the present paper was to succinctly review the therapeutic profile of lithium particularly with respect to the treatment of mood disorders and consider its unique properties and clinical utility. A comprehensive literature review pertaining to lithium was undertaken using electronic database search engines to identify relevant clinical trials, meta-analyses and Cochrane reviews. In addition articles and book chapters known to the authors were carefully reviewed, and the authors appraised published guidelines. The evidence from these sources was rated using National Health and Medical Research Council evidence levels and synthesized according to phenotype and mood states. In addition, the authors have drawn upon published guidelines and their own clinical experience. Lithium has specificity for mood disorders with proven efficacy in the treatment of both unipolar depression and bipolar disorder. The recommendations are based predominantly on Level I evidence, but its clinical use has to be tempered against potential side-effects and the need for ongoing monitoring. In practice, lithium should be considered a first-line option in bipolar disorder, especially in prophylaxis and when onset of action is not an imperative. Lithium has been in use in modern medicine for 60 years and as such has been tried and tested across the full range of mood disorders. Arguably, lithium is the only true mood stabilizer and because of its unique properties is in a class of its own.

The value of impulsivity to define subgroups of addicted individuals differing in personality dysfunction, craving, psychosocial adjustment, and wellbeing: A latent class analysis

High impulsivity is common to substance and gambling addictions. Despite these commonalities, there is still substantial heterogeneity on impulsivity levels within these diagnostic groups, and variations in impulsive levels predict higher severity of symptoms and poorer outcomes. We addressed the question of whether impulsivity scores can yield empirically driven subgroups of addicted individuals that will exhibit different clinical presentations and outcomes. We applied latent class analysis (LCA) to trait (UPPS-P impulsive behavior scale) and cognitive impulsivity (Stroop and d2 tests) scores in three predominantly male addiction diagnostic groups: Cocaine with Personality Disorders, Cocaine Non-comorbid, and Gambling and analyzed the usefulness of the resulting subgroups to differentiate personality beliefs and relevant outcomes: Craving, psychosocial adjustment, and quality of life. In accordance with impulsivity scores, the three addiction diagnostic groups are best represented as two separate classes: Class 1 characterized by greater trait impulsivity and poorer cognitive impulsivity performance and Class 2 characterized by lower trait impulsivity and better cognitive impulsivity performance. The two empirically derived classes showed significant differences on personality features and outcome variables (Class 1 exhibited greater personality dysfunction and worse clinical outcomes), whereas conventional diagnostic groups showed non-significant differences on most of these measures. Trait and cognitive impulsivity scores differentiate subgroups of addicted individuals with more versus less severe personality features and clinical outcomes.

Security protocols for EPC class-1 Gen-2 RFID multi-tag systems

The objective of the research is to develop security protocols for EPC C1G2 RFID Passive Tags in the areas of ownership transfer and grouping proof.

Making student experts within a flipped mechatronics class

The flipped classroom is used to place emphasis on the student, by allowing the students to do their own research which can be applied in the classroom. This may beable to be taken to one extreme by allocating each student an area of expertise that all the other students can approach them about. This has be tried in a fourth year Project Orientated, Design Based Learning (PODBL) class.

Physical, policy, and sociocultural characteristics of the primary school environment are positively associated with children's physical activity during class time

The objective of this study was to develop a multidomain model to identify key characteristics of the primary school environment associated with children's physical activity (PA) during class-time.

Age, class and race discrimination: their interactions and associations with mental health among Brazilian university students

Although research on discrimination and health has progressed significantly, it has tended to focus on racial discrimination and US populations. This study explored different types of discrimination, their interactions and associations with common mental disorders among Brazilian university students, in Rio de Janeiro in 2010. Associations between discrimination and common mental disorders were examined using multiple logistic regression models, adjusted for confounders. Interactions between discrimination and socio-demographics were tested. Discrimination attributed to age, class and skin color/race were the most frequently reported. In a fully adjusted model, discrimination attributed to skin color/race and class were both independently associated with increased odds of common mental disorders. The simultaneous reporting of skin color/race, class and age discrimination was associated with the highest odds ratio. No significant interactions were found. Skin color/race and class discrimination were important, but their simultaneous reporting, in conjunction with age discrimination, were associated with the highest occurrence of common mental disorders.

Creating a ‘world class’ programme: reciprocity and constraint in networked global collaboration

The article reflects on the construction of a common Master’s programme across four universities located on four continents, in order to explore the role of networks in international educational collaboration. The study draws on the documented processes of the principal members of the programme team. It is presented as a case study of the development of the programme that uses ideas drawn from actor‐network theory to draw attention to the conjunction of human and non‐human actors that shaped the resulting web‐based courses. Constraints arising from major institutional and systemic obstacles were addressed through the effects of the actor‐network. The reciprocity of action and de‐centring of individual activity made possible through the collaboration enabled the human actors to sustain a level of innovation within their own institutions that would not have been possible through them acting alone.

On the feasibility of utilising gearing to extend the rotational workspace of a class of parallel robots

Parallel manipulators provide several benefits compared to serial manipulators of similar size. These advantages typically include higher speed and acceleration, improved position accuracy and increased stiffness. However, parallel manipulators also suffer from several disadvantages. These drawbacks commonly include a small ratio of the positional workspace relative to the manipulator footprint and a limited rotational capability of the manipulated platform. A few parallel manipulators featuring a large ratio of the positional workspace relative to the footprint have been proposed. This paper investigates the feasibility of employing gearing to extend the range of the end-effector rotation of such mechanisms. The objective is to achieve parallel manipulators where both the positional and rotational workspace are comparable to that of serial manipulators.