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The interface between the membrane (MS) and cytoplasmic (C) rings of the bacterial flagellar motor couples torque generation to rotation within the membrane. The structure of the C-terminal helices of the integral membrane protein FliF (FliFC) bound to the N terminal domain of the switch complex protein FliG (FliGN) reveals that FliGN folds around FliFC to produce a topology that closely resembles both the middle and C-terminal domains of FliG. The interface is consistent with solution-state nuclear magnetic resonance, small-angle X-ray scattering, in vivo interaction studies, and cellular motility assays. Co-folding with FliFC induces substantial conformational changes in FliGN and suggests that FliF and FliG have the same stoichiometry within the rotor. Modeling the FliFC:FliGN complex into cryo-electron microscopy rotor density updates the architecture of the middle and upper switch complex and shows how domain shuffling of a conserved interaction module anchors the cytoplasmic rotor to the membrane.

Buprenorphine is an effective treatment for opioid use disorder (OUD). Patients in the emergency department (ED) can be initiated or continued on buprenorphine as a bridge to follow-up in the outpatient setting, but gaps in care may arise. The objective was to evaluate the impact of buprenorphine to-go packs as a continuing treatment option for patients presenting to the ED with OUD across a health system. Adult patients discharged with a buprenorphine to-go pack from one of ten EDs within a major health system were included. The primary outcomes assessed within 30 days of ED discharge were: (1) return to a health system ED, and (2) fill history of buprenorphine in the state prescription drug monitoring program database. Data was analyzed using descriptive statistics in Microsoft Excel (Redmond, WA). A total of 124 patients received buprenorphine to-go packs. The sample was primarily male (79; 63.7%), white (89; 71.8%), on Medicaid (79; 63.7%), and had a mean age of 40.9 years. A total of 43 patients (34.7%) were initiated on buprenorphine for the first time, while 81 (65.3%) had received buprenorphine (prescription or to-go) previously. At 30 days post-visit, 76 (61.3%) had filled buprenorphine prescriptions, and 40 (32.3%) returned to an ED within the health system for opioid withdrawal (17; 42.5%), non-OUD-related reasons (22; 55%), or overdose (1; 2.5%). The implementation of a system-wide buprenorphine to-go supply at ED discharge is a feasible option to provide continuity of care to patients with OUD. [ABSTRACT FROM AUTHOR]

Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p less than 0.01). Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond.

Mobile Learning, or M-learning as it is often called, is a relatively new tool in the pedagogical arsenal to assist students and teachers as they navigate the options available in the expanding distance learning world. This article assesses some of the possible methods, challenges and future potential of using this approach in a college classroom and describes an empirical evaluation of the effectiveness of M-learning in a college classroom. One hundred twelve students in an introductory survey course in sociology were given the opportunity to use an M-Learning product developed by HotLava Software for the purpose of assisting them in preparation for two scheduled exams. Both practice and review questions were made available on Smart Phones, Web enabled phones, PDAs and other Internet capable mobile devices via Learning Mobile Author. Forty-two of the 112 students in the class chose to access these data via their personal devices and their responses were collected and recorded. The results of their performance, as indicated by a final grade in the course, were compared to the outcomes for those students who chose not to use the M-Learning tool. Students using the software demonstrated a higher level of knowledge of the subject matter covered in the course when compared to students choosing not to use the tools (p less than 0.01). Conclusions and a discussion of these outcomes are offered as well as some inferences and speculation regarding the future of M-Learning in the classroom and beyond. (Contains 2 endnotes and 2 tables.) [An earlier version of this paper was presented to the Society for Applied Learning Technology's Washington Interactive Technologies Conference (Arlington, Virginia, August 22-24, 2007).]