Publications by authors named "C Melman Neill"

Background: Traditional nomograms can inform the presence of extraprostatic extension (EPE) but not laterality, which remains important for surgical planning, and have not fully incorporated multiparametric MRI data. We evaluated predictors of side-specific EPE on surgical pathology including MRI characteristics and developed side-specific EPE risk calculators.

Methods: This was a retrospective cohort of patients evaluated with mpMRI prior to radical prostatectomy (RP) in our eleven hospital healthcare system from July 2018-November 2022.

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Quantum error correction (QEC) provides a practical path to fault-tolerant quantum computing through scaling to large qubit numbers, assuming that physical errors are sufficiently uncorrelated in time and space. In superconducting qubit arrays, high-energy impact events can produce correlated errors, violating this key assumption. Following such an event, phonons with energy above the superconducting gap propagate throughout the device substrate, which in turn generate a temporary surge in quasiparticle (QP) density throughout the array.

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Shiga toxin-producing (STEC) is a group of bacteria that causes gastrointestinal illness and occasionally causes large foodborne outbreaks. It represents a major public health concern due to its ability to cause severe illness which can sometimes be fatal. This study was undertaken as part of a rapid investigation into a national foodborne outbreak of STEC O145.

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Objective: To determine the current reasons why or why not veterinarians use certain telehealth services and the barriers to usage of these same services. Moreover, we aimed to understand how veterinarians differ in the use of such services across urban and rural areas.

Methods: Usage and nonusage rates between rural and urban/suburban practitioners were computed and tested via paired t tests where appropriate.

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While graduate student teaching assistants (TAs) contribute significantly to university education, many graduate programs across diverse disciplines offer limited formal pedagogical training. In turn, many researchers informally develop teaching and mentoring skills as they advance to faculty positions or related careers. This can perpetuate a lag in the implementation of inclusive educational environments despite the clear benefits demonstrated by recent pedagogical research.

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