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In this article, we investigate magic type labelings of zero-divisor graphs. In particular, we turn our attention to semi-magic, magic, and supermagic labelings. We are able to construct infinitely many rings which admit these magic type labelings as well as infinitely many rings which do not have these magic type labeling. We further proceed to classify the magic type labeling properties for all of the rings which have zero-divisor graphs with up to 14 vertices. We then conclude with some conjectures about how these patterns may extend for larger zero-divisor graphs. [ABSTRACT FROM AUTHOR]

STEM retention is a national challenge. Recent literature suggests that students leave STEM for many reasons, including lack of context, lack of academic preparedness for entering college, and challenges with quantitative reasoning. These observations compelled us to design an introductory, transdisciplinary STEM lab course which we describe herein. This course was designed to integrate the disciplines of biology, chemistry, physics, and mathematics with activities that engage students in real-world, inquiry-based exercises and help students develop quantitative reasoning skills. Assessment showed that students in this STEM lab have higher STEM retention rates than those in equivalent disciplinary courses. The largest gains in STEM retention were seen in the 4th semester for students who took the lab as underclassmen. Additionally, student surveys indicated that students found the context of the lab compelling. In contrast, there were no significant differences in gains in quantitative literacy and reasoning or GPA among STEM lab students and students in discipline-specific labs. These results suggest that students' engagement in applications of STEM with context might be more important for increasing retention than just focusing on academic ability alone. Keywords: retention, STEM, transdisciplinary, quantitative reasoning, INTRODUCTION Retention of students in STEM majors is a challenge that many undergraduate institutions face, especially as colleges and universities strive to educate the future workforce. The creation of STEM [...]

Optical fluorescence sol gel sensors have been developed for the detection of carbon dioxide gas in the 0.03-30% range with a detection limit of 0.008% (or 80 ppm) and a quantitation limit of 0.02% (or 200 ppm) C[O.sub.2]. Sol-gels were spin-coated on glass slides to create an organically modified silica-doped matrix with the 1-hydroxypyrene-3,6,8--trisulfonate (HPTS) fluorescent indicator. The luminescence intensity of the HPTS indicator (513 nm) is quenched by C[O.sub.2], which protonates the anionic form of HPTS. An ion pair technique was used to incorporate the lipophilic dye into the hydrophllic sol-gel matrix. Ti[O.sub.2] particles ( 10.1021/ac901890r

A new method for pretreating blood samples for trace Cr analysis is described. The advanced oxidation process (AOP with [H.sub.2][O.sub.2] and 5.5-W UV irradiation for 60 min) is used to remove biological/organic species for subsequent analysis. Prior to the AOP pretreatment, acid (HN[O.sub.3]) is used at pH 3.0 to inhibit the enzyme catalase in the blood samples. Catalytic adsorptive stripping voltammetry at a bismuth film electrode gives a Cr concentration of 6.0 [+ or -] 0.3 ppb in the blood samples. This concentration was confirmed by dry-ashing the blood samples and subsequent analysis by atomic absorption spectroscopy. This current method may be used to monitor chromium, a trace metal in humans, and the efficacy and safety of chromium supplements as adjuvant therapy for diabetes.

We present a novel Virtual Reality (VR) life review therapy system. Life review therapy is an intervention used by clinical psychologists, counselors, and social workers for patients under palliative care to systematically examine various life experiences to resolve conflicts and complete life tasks. The goal of the therapy is to narrativize the patient’s life before death in order to come to terms with their mortality. Our VR life review therapy system allows therapists to perform their interventions in customized virtual spaces designed to encourage the patient to reflect and reminisce about their life experiences. Our system is also developed in response to mobility restrictions and COVID-19 pandemic-related quarantine measures that have separated patients under palliative care from family and friends, resulting in emotional and psychological distress. As VR systems related to health are increasingly being used by therapists in their interventions, it is of utmost importance that the health professionals who will be the end users of these systems are involved in the design process to create ethical healthcare technologies. In response, we initiated the participatory design and evaluation of our VR life review therapy system prototype with six clinical psychologists who have practical experience delivering life review therapy to patients in palliative care in the Hong Kong hospital system. In the study, each participant experienced the VR life review therapy system and evaluated its strengths and weaknesses through semi-structured interviews. The qualitative data gathered from these interviews was coded according to nine different categories; avatars, content design, evaluation, haptic sensations, interaction, gesturing and gaze direction, movement and navigation, non-verbal communication, soundtrack. These conceptual categories were chosen based on our analysis of common themes reported by the clinical psychologists’ experience of the system. Feedback from clinical psychologists on each of these categories was incorporated into the redesign and update of the final system. Overall, participants generally evaluated the system as feasible and effective for use with patients under palliative care, while movement and interaction were the features requiring the most improvement.

Introduction: As the global population continues to age, the demand for palliative care is progressively increasing. This growing trend highlights the pressing need for groundbreaking interventions that can effectively manage palliative symptoms and improve the quality of end-of-life care. We present a brief, structured, personalized, and innovative psychological intervention named Flourishing-Life-Of-Wish Virtual Reality Therapy (FLOW-VRT)®, which capitalizes on the distinctiveness of virtual reality (VR) as an advanced technology for symptom management. FLOW-VRT is theoretically based on self-determination theory, stress coping theory, flow theory, and attention restoration theory. With a special focus on relaxation, “FLOW-VRT-Relaxation” is designed to enhance end-of-life coping through personalized VR relaxation. As most studies on the use of VR in palliative care have been feasibility or pilot studies with small sample sizes, there is a need for a randomized controlled trial with sufficient statistical power.Methods: The current study used a randomized controlled trial (n = 128) to test the efficacy of FLOW-VRT-Relaxation by comparing it to traditional relaxation practice in palliative care.Results: Our results showed that following a FLOW-VRT-Relaxation session, the symptoms of distress that patients in palliative care have to endure significantly reduced, whether physical or emotional in nature.Discussions: The current findings provide promising results regarding the therapeutic potential of using FLOW-VRT-Relaxation as a cost-effective, scalable, and personalized VR relaxation for patients in palliative care.

STEM retention is a national challenge. Recent literature suggests that students leave STEM for many reasons, including lack of context, lack of academic preparedness for entering college, and challenges with quantitative reasoning. These observations compelled us to design an introductory, transdisciplinary STEM lab course which we describe herein. This course was designed to integrate the disciplines of biology, chemistry, physics, and mathematics with activities that engage students in real-world, inquiry-based exercises and help students develop quantitative reasoning skills. Assessment showed that students in this STEM lab have higher STEM retention rates than those in equivalent disciplinary courses. The largest gains in STEM retention were seen in the 4th semester for students who took the lab as underclassmen. Additionally, student surveys indicated that students found the context of the lab compelling. In contrast, there were no significant differences in gains in quantitative literacy and reasoning or GPA among STEM lab students and students in discipline-specific labs. These results suggest that students' engagement in applications of STEM with context might be more important for increasing retention than just focusing on academic ability alone. [ABSTRACT FROM AUTHOR]