Stable anode performance of an Sb–carbon nanocomposite in lithium-ion batteries and the effect of ball milling mode in the course of its preparation

Materials that alloy with lithium (Si, Ge, Sn, Sb, and P) are considered as alternatives to graphitic anodes in lithium-ion batteries. Their practical use is precluded by large volume changes (200–370%) during cycling. Embedding nanoparticles into carbon is being investigated as a way to tackle that, and ball milling is emerging as a technique to prepare nanocomposites with enhanced capacity and cyclic stability. Using Sb as a model system, we investigate the preparation of Sb–carbon nanocomposites using a reconfigurable ball mill. Four distinctive milling modes are compared. The structure of the composites varies depending on the mode. Frequent strong ball impacts are required for the optimal electrochemical performance of the nanocomposite. An outstanding stable capacity of 550 mA h g−1 for 250 cycles at a current rate of 230 mA g−1 is demonstrated in a thin electrode (1 mg cm−2) and a capacity of [similar]400 mA h g−1 can be retained at 1.15 A g−1. Some capacity fade is observed in a thicker electrode (2.5 mg cm−2), i.e. the performance is sensitive to mass loading. The electrochemical stability originates from the nanocomposite structure containing Sb nanoparticles (5–15 nm) dispersed in a carbon component.

Using online video-recorded interviews to connect the theory and practice of inclusive education in a course for student teachers

This article reports on a study into university preservice teachers’ perceptions of online video-recorded interviews as an alternative to the traditional lecture format in a course on inclusive education. With the aim of assisting preservice teachers to link theory and practice, the series of video-recorded interviews focused on key concepts around educating students with diverse needs and abilities. The interviews were conducted between the course coordinator and a number of professionals with relevant field experience in special education and inclusion, and were then made available to preservice teachers online. Survey data indicated that this type of delivery model was perceived as effective in promoting engagement and learning, and in facilitating an understanding of the connection between theory and practice. Implications for teacher education are discussed.

Sex as a determinant of relapse incidence and progressive course of multiple sclerosis

The aim of this work was to evaluate sex differences in the incidence of multiple sclerosis relapses; assess the relationship between sex and primary progressive disease course; and compare effects of age and disease duration on relapse incidence. Annualized relapse rates were calculated using the MSBase registry. Patients with incomplete data or <1 year of follow-up were excluded. Patients with primary progressive multiple sclerosis were only included in the sex ratio analysis. Relapse incidences over 40 years of multiple sclerosis or 70 years of age were compared between females and males with Andersen-Gill and Tweedie models. Female-to-male ratios stratified by annual relapse count were evaluated across disease duration and patient age and compared between relapse-onset and primary progressive multiple sclerosis. The study cohort consisted of 11 570 eligible patients with relapse-onset and 881 patients with primary progressive multiple sclerosis. Among the relapse-onset patients (82 552 patient-years), 48 362 relapses were recorded. Relapse frequency was 17.7% higher in females compared with males. Within the initial 5 years, the female-to-male ratio increased from 2.3:1 to 3.3:1 in patients with 0 versus ≥4 relapses per year, respectively. The magnitude of this sex effect increased at longer disease duration and older age (P < 10−12). However, the female-to-male ratio in patients with relapse-onset multiple sclerosis and zero relapses in any given year was double that of the patients with primary progressive multiple sclerosis. Patient age was a more important determinant of decline in relapse incidence than disease duration (P < 10−12). Females are predisposed to higher relapse activity than males. However, this difference does not explain the markedly lower female-to-male sex ratio in primary progressive multiple sclerosis. Decline in relapse activity over time is more closely related to patient age than disease duration.

Fostering connections for student success: using Appreciative Inquiry to promote positive growth in a university course

This paper reports on a study of the review process of the first iteration of a recentlyimplemented higher education program. Specifically, the paper discusses the inaugural review of a two-year graduate level pre-service teaching program at an urban Australian university. The aims of the study into this Master of Teaching program were twofold. First, it sought to gain an understanding of the strengths and limitations of the program from the perspectives of the staff members involved and to explore avenues for positive growth. Second, it examined the extent to which the application of Cooperrider, Whitney, Stavros and Fry’s (2008) Appreciative Inquiry (AI) framework can be used effectively in the review of higher education program reviews to foster connections for student success. The AI model promotes collegial reflective practice and the generation of positive resolutions and thus aligned with the purposes of the review which were to foster collaboration, strengthen staff morale and, subsequently, build a stronger program for students. This paper provides a perceptual account of the AI review process as reported by the three facilitators involved. The discussion and findings included in this paper contribute to international literature in the areas of higher education program evaluation, organisational reform and Appreciative Inquiry.

The International Society for Bipolar Disorders (ISBD) Task Force report on the nomenclature of course and outcome in bipolar disorders

Objectives:  Via an international panel of experts, this paper attempts to document, review, interpret, and propose operational definitions used to describe the course of bipolar disorders for worldwide use, and to disseminate consensus opinion, supported by the existing literature, in order to better predict course and treatment outcomes. Methods:  Under the auspices of the International Society for Bipolar Disorders, a task force was convened to examine, report, discuss, and integrate findings from the scientific literature related to observational and clinical trial studies in order to reach consensus and propose terminology describing course and outcome in bipolar disorders. Results:  Consensus opinion was reached regarding the definition of nine terms (response, remission, recovery, relapse, recurrence, subsyndromal states, predominant polarity, switch, and functional outcome) commonly used to describe course and outcomes in bipolar disorders. Further studies are needed to validate the proposed definitions. Conclusion:  Determination and dissemination of a consensus nomenclature serve as the first step toward producing a validated and standardized system to define course and outcome in bipolar disorders in order to identify predictors of outcome and effects of treatment. The task force acknowledges that there is limited validity to the proposed terms, as for the most part they represent a consensus opinion. These definitions need to be validated in existing databases and in future studies, and the primary goals of the task force are to stimulate research on the validity of proposed concepts and further standardize the technical nomenclature.

Predominant polarity as a course specifier for bipolar disorder: a systematic review

ABSTRACT

Between Genet’s Bordello and holy communion : Lacan on comedy in seminar V

This article aalytically reconstructs Lacan's scattered remarks on comedy in Seminar V, turning around his reading of Genet's play the Bordello and Aristophanes' ancient comedies.

A qualitative evaluation of an intervention for parents of adolescents with mental disorders: the parenting challenging adolescents seminar

This qualitative study describes parents’ responses to a targeted and brief educational seminar (known as ‘Parenting Challenging Adolescents’), and provides recommendations for brief parenting interventions designed to engage adolescents in mental health treatment. The 2-h intervention was designed to assist parents who were concerned about their adolescents and in the identification of mental disorders. Participants were invited to attend the seminars conducted in a community setting on the basis of local advertising and promotion of the event with community health services and schools. Any parent of a young person aged 12–25 interested in the seminar material was eligible to attend. Sixteen parents completed measures of parent and youth mental health and family satisfaction and were also interviewed using semi-structured telephone interviews 4 weeks after the seminar. Interpretational phenomenological analysis of interviews suggested that most parents valued the chance to connect with others in similar situations and appreciated knowing about local services available for mental health disorders. Many parents also reported positive changes to communication and family dynamics following the seminar. Another common theme was an increased knowledge of mental disorders and appropriate treatments, along with the desire to receive more specific, targeted information. Overall the findings suggest that even a single session of educational material designed for parents may be useful, engaging and potentially encourage improved service usage for adolescents with mental disorders.

Age at onset, course of illness and response to psychotherapy in bipolar disorder: Results from the Systematic Treatment Enhancement Program for Bipolar Disorder (STEP-BD)

Background. The course of bipolar disorder progressively worsens in some patients. Although responses to pharmacotherapy appear to diminish with greater chronicity, less is known about whether patients' prior courses of illness are related to responses to psychotherapy.