Understanding practitioner professionalism in Aboriginal and Torres Strait Islander health: lessons from student and registrar placements at an urban Aboriginal and Torres Strait Islander primary health care service

Aboriginal and Torres Strait Islander peoples continue to be pathologised in medical curriculum, leaving graduates feeling unequipped to effectively work cross-culturally. These factors create barriers to culturally safe health care for Aboriginal and Torres Strait Islander peoples. In this pilot pre-post study, we followed the learning experiences of 7 medical students and 4 medical registrars undertaking clinical placements at an urban Aboriginal and Torres Strait Islander primary health care service in 2014. Through analysis and comparison of pre- and post-placement responses to a paper-based case study of a fictitious Aboriginal patient, we identified four learning principles for medical professionalism: student exposure to nuanced, complex and positive representations of Aboriginal peoples; positive practitioner role modelling; interpersonal skills that build trust and minimise patient-practitioner relational power imbalances; and, knowledge, understanding and skills for providing patient centred, holistic care. Though not exhaustive, these principles can increase the capacity of practitioners to foster culturally safe and optimal health care for Aboriginal peoples. Furthermore, competence and effectiveness in Aboriginal health contexts is an essential component of medical professionalism

United Stated Adolescent Health Literacy Development, Disparities, and Preventive Service Use Throughout the Lifecourse

Health literacy, an individuals ability to access and process health information to make health decisions, is an understudied topic among adolescents and young adults. Low health literacy potentially increases negative health outcomes such as chronic diseases, substance use, and overuse of health care services later in young adulthood. Understanding health literacy throughout the life course presents opportunity to decreases low health literacy, the associated negative health outcomes, and the onus its puts on society and the healthcare system. This dissertation aims to assess health literacy development during adolescent years with theoretical constructs geared towards health literacy development along with social and environmental factors. Adolescent health literacy geographic disparities are also explored. In addition, adolescent health literacy is assessed across specific time points during adolescence and young adulthood. The changes in health literacy from adolescence to young adulthood is evaluated along with changes in preventive service use during young adulthood. Data from the National Longitudinal Survey of Youth 1997 cohort (NLSY97) and the County and City Databook are used to evaluate the development of adolescent health literacy, geographic disparities in adolescent health literacy, and the associations of adolescent health literacy with preventive service use, health behaviors, and health outcomes. This research provides an assessment of adolescent health literacy at the national level and addresses important research gaps for understanding adolescent health literacy development, the geographic proportion of adolescent health literacy and, preventive service use over time. It also provides supporting evidence for health literacy changes throughout the life course. The results have implications for policies that address health literacy development and disparities among adolescents

QCD Predictions for the Transverse Energy Flow in Deep-Inelastic Scattering in the Small x HERA Regime

The distribution of transverse energy, $E_T$, which accompanies deep-inelastic electron-proton scattering at small $x$, is predicted in the central region away from the current jet and proton remnants. We use BFKL dynamics, which arises from the summation of multiple gluon emissions at small $x$, to derive an analytic expression for the $E_T$ flow. One interesting feature is an $x^{-\epsilon}$ increase of the $E_T$ distribution with decreasing $x$, where $\epsilon = (3\alpha_s/\pi)2\log 2$. We perform a numerical study to examine the possibility of using characteristics of the $E_T$ distribution as a means of identifying BFKL dynamics at HERA.Comment: 16 pages, REVTEX 3.0, no figures. (Hardcopies of figures available on request from Professor A.D. Martin, Department of Physics, University of Durham, DH1 3LE, England.) Durham preprint : DTP/94/0

Inhibition of vicariously learned fear in children using positive modeling and prior exposure

One of the challenges to conditioning models of fear acquisition is to explain how different individuals can experience similar learning events and only some of them subsequently develop fear. Understanding factors moderating the impact of learning events on fear acquisition is key to understanding the etiology and prevention of fear in childhood. This study investigates these moderators in the context of vicarious (observational) learning. Two experiments tested predictions that the acquisition or inhibition of fear via vicarious learning is driven by associative learning mechanisms similar to direct conditioning. In Experiment 1, 3 groups of children aged 7 to 9 years received 1 of 3 inhibitive information interventions psychoeducation, factual information, or no information (control)—prior to taking part in a vicarious fear learning procedure. In Experiment 2, 3 groups of children aged 7 to 10 years received 1 of 3 observational learning interventions—positive modeling (immunization), observational familiarity (latent inhibition), or no prevention (control)— before vicarious fear learning. Results indicated that observationally delivered manipulations inhibited vicarious fear learning, while preventions presented via written information did not. These findings confirm that vicarious learning shares some of the characteristics of direct conditioning and can explain why not all individuals will develop fear following a vicarious learning event. They also suggest that the modality of inhibitive learning is important and should match the fear learning pathway for increased chances of inhibition. Finally, the results demonstrate that positive modeling is likely to be a particularly effective method for preventing fear-related observational learning in children

Properties of the BFKL equation and structure function predictions for HERA

The general properties of the Lipatov or BFKL equation are reviewed. Modifications to the infrared region are proposed. Numerical predictions for the deep-inelastic electron-proton structure functions at small $x$ are presented and confronted with recent HERA measurements.Comment: 21 pages, 11 figures, Latex file, Durham preprint DTP 92/2

BFKL versus HERA

The BFKL equation and the kT-factorization theorem are used to obtain predictions for F2 in the small Bjorken-x region over a wide range of Q**2. The dependence on the parameters, especially on those concerning the infrared region, is discussed. After a background fit to recent experimental data obtained at HERA and at Fermilab (E665 experiment), we find that the predicted, almost Q**2 independent BFKL slope lambda >= 0.5 appears to be too steep at lower Q**2 values. Thus there seems to be a chance that future HERA data can distinguish between pure BFKL and conventional field theoretic renormalization group approaches.Comment: 26 pages, 6 eps figures, LaTeX2e using epsfig.sty and amssymb.st

THE GLUON DISTRIBUTION AT SMALL x OBTAINED FROM A UNIFIED EVOLUTION EQUATION.

We solve a unified integral equation to obtain the $x, Q_T$ and $Q$ dependence of the gluon distribution of a proton in the small $x$ regime; where $x$ and $Q_T$ are the longitudinal momentum fraction and the transverse momentum of the gluon probed at a scale $Q$. The equation generates a gluon with a steep $x^{- \lambda}$ behaviour, with $\lambda \sim 0.5$, and a $Q_T$ distribution which broadens as $x$ decreases. We compare our solutions with, on the one hand, those that we obtain using the double-leading-logarithm approximation to Altarelli-Parisi evolution and, on the other hand, to those that we determine from the BFKL equation.Comment: LaTeX file with 10 postscript figures (uuencoded

Doxycycline-regulated gene expression in the opportunistic fungal pathogen Aspergillus fumigatus

BACKGROUND: Although Aspergillus fumigatus is an important human fungal pathogen there are few expression systems available to study the contribution of specific genes to the growth and virulence of this opportunistic mould. Regulatable promoter systems based upon prokaryotic regulatory elements in the E. coli tetracycline-resistance operon have been successfully used to manipulate gene expression in several organisms, including mice, flies, plants, and yeast. However, the system has not yet been adapted for Aspergillus spp. RESULTS: Here we describe the construction of plasmid vectors that can be used to regulate gene expression in A. fumigatus using a simple co-transfection approach. Vectors were generated in which the tetracycline transactivator (tTA) or the reverse tetracycline transactivator (rtTA2(s)-M2) are controlled by the A. nidulans gpdA promoter. Dominant selectable cassettes were introduced into each plasmid, allowing for selection following gene transfer into A. fumigatus by incorporating phleomycin or hygromycin into the medium. To model an essential gene under tetracycline regulation, the E. coli hygromycin resistance gene, hph, was placed under the control of seven copies of the TetR binding site (tetO(7)) in a plasmid vector and co-transfected into A. fumigatus protoplasts together with one of the two transactivator plasmids. Since the hph gene is essential to A. fumigatus in the presence of hygromycin, resistance to hygromycin was used as a marker of hph reporter gene expression. Transformants were identified in which the expression of tTA conferred hygromycin resistance by activating expression of the tetO(7)-hph reporter gene, and the addition of doxycycline to the medium suppressed hygromycin resistance in a dose-dependent manner. Similarly, transformants were identified in which expression of rtTA2(s)-M2 conferred hygromycin resistance only in the presence of doxycycline. The levels of doxycycline required to regulate expression of the tetO(7)-hph reporter gene were within non-toxic ranges for this organism, and low-iron medium was shown to reduce the amount of doxycycline required to accomplish regulation. CONCLUSIONS: The vectors described in this report provide a new set of options to experimentally manipulate the level of specific gene products in A. fumigatu

The description of F2 at small x incorporating angular ordering

We study the perturbative QCD description of the HERA measurements of $F_2 (x, Q^2)$ using a gluon distribution that is obtained from an evolution incorporating angular ordering of the gluon emissions, and which embodies both GLAP and BFKL dynamics. We compare the predictions with recent HERA data for $F_2$. We present estimates of the charm component $F_2^c (x, Q^2)$ and of $F_L (x, Q^2)$.Comment: 8 LaTeX pages + 4 uuencoded figure

Synergy: A Web-Based Tool to Facilitate Dialogic Peer Feedback

Producción CientíficaThe goal of this demonstration session is to introduce Synergy, a platform to help design and implement dialogic feedback practices. Synergy is grounded in a theoretical framework of dialogic feedback, which suggests an ongoing dialogue among the peers (providing feedback) and the target student (receiving feedback). Synergy allows instructors to create multiple review sessions with specific tasks depending on the role as feedback receiver or provider. Peer review activities are organized around three phases, in accordance with theoretical framework. Using Synergy, peers in the first phase assess student work, discuss together to align their perspectives toward the quality of the work. Then, the peers create feedback tasks (to identify who gives which feedback). In the second phase, Synergy enables peers to provide the intended feedback (based on the feedback tasks) and to build dialogue with the target student. During dialogue, in collaboration with peers, Synergy allows students to identify learning actions to translate the feedback received into concrete progress. In the last phase, when students perform the planned actions, Synergy tracks student engagement and progress per each action and also allows the students to set their progress manually. Synergy is enhanced with Learning Analytics tools to support the feedback processes During the demo, we will show interactively the use case of how Synergy can help design and facilitate dialogic peer feedback.Ministerio de Ciencia, Innovación y Universidades (Project TIN2017-85179-C3-2-R and TIN2014-53199-C3-2-R)Junta de Castilla y León (project VA257P18), by the European Commission under project grant 588438-EPP-1-2017-1-EL- EPPKA2-KA