Superconducting NbC nanoparticles synthesized by laser ablation in a liquid.

Niobium carbide (NbC) is a high-field type II superconductor with a critical temperature () of 11.1 K, slightly exceeding that of pure Nb ( = 9 K). The reduction of NbC to the nanoparticle scale leads to significant changes in its critical field and/or the superconducting temperature.

Comparison of Blue and Infrared Light Transmission Through Dental Tissues and Restorative Materials.

Objectives: The depth of cure using blue-light photocuring units (BL) is limited by tooth structure and qualities of the restorative material through which the activating wavelength must pass. Recent developments incorporate an infrared (IR) activated upconversion (UC) fluorescence of a lining agent filled with nanocrystals of NaYF4 and doped with YB+3 and Tm+3 that emit both blue and violet light locally at the interface of the liner and restorative resin. The purpose of this study was to evaluate the BL and 975 nm infrared (IR) light power transmission through dental tissues and restorative materials.

Separation and Discrimination: The Lived Experience of COVID-19 Survivors in Philippine Isolation Centers.

Social isolation in times of pandemic can affect the well-being of individuals infected with a contagious disease. This study explores the lived experience of the 12 COVID-19 survivors placed in community-based isolation centers in Cebu City, Philippines and whose cases were mild and asymptomatic. In describing their lived experience, we employed Max van Manen's phenomenology of practice.

Women and Care: Reflections on the Lived Experience of COVID-19 Sufferers.

Women play a crucial role in the care and response to the COVID-19 pandemic, whether in paid or unpaid work. This article looks into the lived experience of some of these women infected by COVID-19 while doing their job as care providers. We selected nine women from Cebu City, Philippines.

Current preparation status in AAC: perspectives of special education teachers in the United States.

Special education teachers are essential team members in the provision of services to students with complex communication needs. Professional competencies related to augmentative and alternative communication (AAC) practices have been outlined for special education teachers as part of their professional standards. Yet, it is unclear to what extent these professionals have knowledge and skills in this area.