ABSTRACT
Incremental, single-atom substitutions of Se-based chalcogen bond (Ch-bond) donors with stronger donating Te centers were implemented in two new triptycene tris(1,2,5-chalcogenadiazole) tectons. The appreciably more favorable Ch-bonding ability of the Te-based donors promotes assembly of low-density networks and more stable Ch-bonded organic frameworks (ChOFs).
ABSTRACT
In amniotes, head motions and tilt are detected by two types of vestibular hair cells (HCs) with strikingly different morphology and physiology. Mature type I HCs express a large and very unusual potassium conductance, gK,L, which activates negative to resting potential, confers very negative resting potentials and low input resistances, and enhances an unusual non-quantal transmission from type I cells onto their calyceal afferent terminals. Following clues pointing to KV1.8 (KCNA10) in the Shaker K channel family as a candidate gK,L subunit, we compared whole-cell voltage-dependent currents from utricular hair cells of KV1.8-null mice and littermate controls. We found that KV1.8 is necessary not just for gK,L but also for fast-inactivating and delayed rectifier currents in type II HCs, which activate positive to resting potential. The distinct properties of the three KV1.8-dependent conductances may reflect different mixing with other KV1 subunits, such as KV1.4 (KCNA4). In KV1.8-null HCs of both types, residual outwardly rectifying conductances include KV7 (KCNQ) channels. Current clamp records show that in both HC types, KV1.8-dependent conductances increase the speed and damping of voltage responses. Features that speed up vestibular receptor potentials and non-quantal afferent transmission may have helped stabilize locomotion as tetrapods moved from water to land.
ABSTRACT
Although hammertoe (HT) is a common complaint among foot patients, there is little consensus on the best surgical approach for correction. These authors hypothesized that the use of a headless intramedullary screw across both the proximal interphalangeal joint (PIPJ) and distal interphalangeal joint (DIPJ) would decrease many post-surgical complications, such as infection, pain, and mallet toe deformity, found in traditional HT corrective surgical techniques. In this retrospective cohort study, N = 163 adult patients who had undergone DIPJ/PIPJ arthrodesis for HT correction at least 1 year prior to the study were identified. One hundred fifty-nine patients were contacted through REDCap to complete Patient-Reported Outcome Measurement Information System (PROMIS) physical function (PF) and pain interference (PI). Demographic, radiographic, and follow-up data were taken from the electronic medical record (EMR). Analysis was completed with Microsoft Excel; PROMIS PF and PI measures for the 32-person cohort were 45.65 ± 8.26 and 51.65 ± 9.01, respectively. The PF and PI measures had a statistically significant correlation (R2 = 0.71). The 163-person cohort had an overall revision rate of 6.75%, or 11 patients, and an infection rate of 1.23%. This procedure had lower rates of residual pain, infection, mallet toe deformity, and reoperation when compared with current techniques. This study supports the safety and viability of PIPJ/DIPJ arthrodesis using a headless screw for HT correction.Levels of Evidence: Level III Retrospective Cohort Study.
ABSTRACT
Whether students view intelligence as a fixed or malleable trait (i.e., their "mindset") has significant implications for their responses to failure and academic outcomes. Despite a long history of research on mindset and its growing popularity, recent meta-analyses suggest that mindset does a poor job of predicting academic outcomes for undergraduate populations. Here, we present evidence that these mixed results could be due to ambiguous language on the mindset scale. Specifically, the term "intelligence" is a referent in every item of the mindset scale but is never defined, which could result in differing interpretations and measurement error. Therefore, we conducted an exploratory, qualitative study to characterize how undergraduate students define intelligence and how their definitions may influence how they respond to the mindset scale. We uncovered two distinct ways that undergraduates define intelligence: knowledge and abilities (e.g., ability to learn, solve problems). Additionally, we found that students' definitions of intelligence can vary across contexts. Finally, we present evidence that students who define intelligence differently also interpret and respond to the items on the mindset scale differently. We discuss implications of these results for the use and interpretation of the mindset scale with undergraduate students.
