Spectroscopy of gadolinium gallium garnet crystals doped with Y b3 + revisited
The optical spectroscopy measurements of gadolinium gallium garnet (GGG) crystals doped with Yb show evidence of the presence of non-equivalent optical centers with very similar radiative decay rates. The energy level schemes of those centers have been determined on the basis of optical absorption, luminescence and Raman experiments. Crystal field fitting resulted in two sets of slightly different crystal field parameters for two non-equivalent Yb centers. Both sets of parameters describe perfectly the experimentally detected Y b3 + energy levels. Correlation between systematic trends in the experimental energy level schemes and crystal field parameters is discussed.
Crystal-field study for the orthorhombic Yb3+ centers in Ca3Sc2Ge3O12 and Lu3Ga5O12 garnets
Abstract The crystal-field modeling based on superposition model (SPM) for the orthorhombic Yb3+ centers in Ca3Sc2Ge3O12 (CaSGG) and Lu3Ga5O12 (LuGG) garnets has been employed to explain their recent experimental optical spectroscopy. Furthermore, the electron paramagnetic resonance (EPR) principal g values for orthorhombic Yb3+ centers in LuGG garnet have been interpreted and the predicted g factors for CaSGG:Yb3+ garnet are also given. Both calculated optical spectra and EPR g factors for the two Yb3+-doped garnets could be regarded as in reasonable agreement with the experimental ones. Two important facts about reliability and standardization of the fitted phenomenological crystal-field parameters (CFPs) have been discussed and the unexpected unavailability of direct parametric modeling by SPM for LuGG:Yb3+ garnet is also found and analyzed briefly.
Child psychiatry curricula in undergraduate medical education.
OBJECTIVE
To review the literature describing the content and time allocated to undergraduate medical education curricula in child and adolescent psychiatry and make recommendations about child and adolescent psychiatry teaching goals and curricula content.


METHOD
A literature search from 1970 to February 2007 using the key words undergraduate, curriculum, teaching, education, psychiatry, child, adolescent, and medical school, was conducted using PubMed, PsycINFO, and Web of Science.


RESULTS
There is limited agreement about curricula content for undergraduate child and adolescent psychiatry teaching programs in medical schools, with a wide range of objectives identified by different programs. On average, the time allowed for teaching child and adolescent psychiatry is small. There is also great variation in the time allocated by different medical schools. In many countries, the number of child and adolescent psychiatrists with academic appointments is limited, and child and adolescent psychiatry programs are developed and taught by a small number of teaching staff at each medical school.


CONCLUSIONS
Medical schools should reconsider the relatively low priority given to teaching child and adolescent psychiatry to medical students. The child and adolescent psychiatry profession must identify clear learning goals for a longitudinal developmentally appropriate model of child and adolescent psychiatry education commencing at an undergraduate level in medical schools and continuing through residency and fellowships. There is a need to promote national and international standards for teaching in this area and to encourage stronger collaborations between teaching staff across different medical schools.