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Growing electric vehicle (EV) dissemination will increase charging infrastructure installation at home. Similar daily routines are associated with high peak loads due to simultaneous EV charging. However, predominantly residential power transmission is not designed for such high loads, yielding charging bottlenecks and restricting future charging at home. Addressing such bottleneck situations and including the EV driver perspective, we introduce a power allocation mechanism that considers the total travel time of the upcoming trip, consisting of actual driving time and time required for charging externally (including the detour to public charging facilities). Assuming that travel time generally negatively correlates with EV driver utility, our optimization model maximizes the resulting utility of EV drivers. Avoiding unnecessary external charging stops due to an insufficient state of charge at the time of departure, our approach generates travel time savings that increase overall EV driver utility. We illustrate our approach using exemplary cases.

Deformation of the mandible presents a major challenge for many dentists, both in conventional prosthetic supraconstructions and in complex implant restorations. This study aimed to evaluate the three-dimensional (3D) deformation of the mandible in vivo with scannable impression material and an industrial optical scanner.In the present study, 20 female and 20 male subjects were examined. In each case, two impressions were made with polyvinylsiloxane: one with the mouth slightly open, and a second with the mouth wide open. The impressions were digitized with an industrial optical scanner and transformed into a virtual model. The two corresponding models were digitally superimposed over all the teeth. Then, an individual local coordinate system was assigned to each individual tooth. Subsequently, a best-fit procedure was performed for each individual tooth. Finally, the open- and closed-mouth models were compared by calculating the differences and rotations in the individual axes. This procedure was performed individually for each tooth.The mean deviations in the x-, y-, and z-coordinates ranged from 0.011 mm at the canines to 0.232 mm at the molars. Larger discrepancies were observed in the female subjects than in the male subjects; however, these differences were not statistically significant.The results demonstrated that the posterior region of the mandible deformed when the mouth was maintained in a wide-open position. Therefore, this position should be avoided when performing dental impressions. Moreover, potential negative consequences of this mandibular deformation should be taken into consideration when planning wide-span fixed dental restorations.

Objective : A cross sectional, online survey study examined active course time and activity for students and faculty in online courses compared to their perceptions of time. Methods : Student self-reports of their estimated course time and percentage of time on individual tasks, and faculty estimates of student time as well as their own course activity time were obtained. This was compared to actual individual and course summary activity data as recorded by the learning platform (Blackboard). Descriptive and t tests were analyzed using IBM SPSS Statistics 22. Results : Students and faculty generally agreed on the amount of time spent on task in all areas examined (discussion, assignments, tests and quizzes, messaging and communication, information searches, checking instructions and rubrics), but were significantly different for time spent off-line preparing Discussions and Assignments. Discussions, content materials, messaging and grade records were the most active areas. Students believed that the work in the online courses was more appropriate than did their instructors. There was no correlation between active course time and course grades. Conclusions : Students and faculty generally agreed in the amount of time spent actively in an online class, but grossly overestimated their time online. On line time did not correlate to course grade. The study adds to better understanding of the time sent in online courses.

Background Nursing faculty are being challenged to increase the use of technology in the classroom. Use of technology addresses multiple learning styles, increases student engagement, encourages active learning and improves students' attention. Objectives Evaluate student satisfaction to a faculty designed multimedia teaching strategy. Design Cross sectional design with data collected over six semesters from six cohorts of nursing students. Setting An urban university in the Midwest United States. Participants 154 sophomore generic and accelerated BSN students enrolled in Fundamentals of Nursing; Ninety-nine participants were female (66.9%) and 49 (31.8%) were male. Eighty-three percent were less than 20 years to 30 years in age. Methods A multimedia teaching strategy developed by three faculty integrating narrated case study, questioning and animation of skills and pathophysiology was implemented during the class session on infection control. At the conclusion, questionnaires were distributed to collect evaluation data. Results 120 students (77.9%) stated that the animated pathophysiology helped them understand the pathophysiological processes better than lecture alone. When combined with lecture, 121 students or 78.6% reported a better understanding of the material than if presented as lecture alone. 123 (79.9%) of the students stated that watching the animated video improved their understanding of the lecture content. As stated by one student, "I liked the visualization because it helped me further understand the material." 104 (67.5%) stated that presenting course content from multiple courses into one format facilitated the importance of these courses; “I liked that different aspect[s] of nursing were brought together.” Conclusions Use of multimedia in the classroom engages students in the learning process by actively involving students in the learning process as well as facilitating the delivery of difficult course content. Overall, students voiced a preference for all instructional materials to be presented in an animated format.

Orthodontists influence dental occlusion directly. To suggest any link between dental occlusion and body posture is highly contentious, as evidenced by the literature. Rasterstereography, an optical technique that enables three-dimensional (3D) body measurements to be collected, has not yet been used to impartially examine whether different occlusal positions could instantaneously alter spine and body posture. We therefore set out to use this technique to nonsubjectively evaluate this question under static conditions. Optical body scans were collected for 44 subjects, using the Diers formetric 4D system, for seven different mandible positions. In total, ten spinal and body posture parameters were assessed (trunk inclination, trunk imbalance, pelvic tilt, pelvic torsion, fleche cervicale, fleche lombaire, kyphotic angle, lordotic angle, surface rotation, and lateral deviation) for each mandible position and compared with scans performed with habitual intercuspation (HIC). Significant body posture deviations were found for the fleche cervicale (position of the mandible: right eccentrically), fleche lombaire (positions of the mandible: physiologic rest position, cotton rolls on both sides, bite elevation 1 mm), and the kyphotic angle (positions of the mandible: cotton rolls on both sides, right eccentrically). No other significant differences were detected. Data for the parameters that varied with different dental occlusions generated high standard deviations. Therefore, within the limitations of this pilot study, we could not conclusively associate dental occlusion to an instantaneous impact on the tested parameters. The posture changes that we detected could also have arisen from individual neuromuscular compensation; a possibility that must now be ruled-in, or out, by further research studies with a higher number of subjects.

(2004). Tiptoe Through the Plateaus: Personal Reflections on Interviews with Andy Hargreaves and Molly Quinn. Journal of Curriculum and Pedagogy: Vol. 1, No. 1, pp. 133-157.

Summary Background Stress is an inevitable part of life and is especially pervasive in the lives of nursing students. Identifying the predictors of stress as well as coping strategies used can allow for the implementation of appropriate coping interventions to assist in the management of stress in nursing students. Mixed methods research that has been undertaken to gain an understanding about student stress, especially juxtaposing generic versus accelerated nursing students could not be identified. Objectives (1) Identify predictors of stress between accelerated and generic Baccalaureate Nursing (BSN) students; and (2) Describe stressors and coping strategies used by accelerated students in comparison with generic students. Design Embedded mixed methods study. Setting Accelerated and generic BSN third- and fourth-year nursing students at two Midwestern universities. Participants 210 participants: accelerated ( n =75) and generic ( n =135). Methods A questionnaire packet, including demographics, history of depression, the Perceived Stress Questionnaire, Rosenberg Self-Esteem Scale, Multidimensional Scale of Perceived Social Support, and open-ended questions were administered to students at the end of a class. Simultaneous multiple regression was used to examine predictors of stress. Content analysis was used to analyze qualitative data. Results Predictors of stress for both the accelerated and generic groups included history of depression, year in the program, emotional support, and self-esteem. Fear of failure and clinical incompetence, problematic relationships, and time management issues were identified as major stressors. Coping strategies used by both groups included positive thinking and social support. Conclusions Senior students with a history of depression, low self-esteem, and little social support were more likely to experience high levels of stress. This gives educators the potential to identify at risk students and establish stress reduction programs. Encouraging students to use individualized coping strategies will be beneficial.

Freshly diced rat cerebral cortical tissue was incubated with [3H]gangliosides for 30 min, then perfused for 2 h with different physiological solutions. Significantly more labeled (exogenous) gangliosides were displaced when mildly depolarizing concentrations (25 mM) of KCl were included in the perfusion medium. This provides new evidence for an interaction between gangliosides and membrane mechanisms of excitation.