Making the invisible visible

Whilst some disabilities are easily identifiable to others because they are visible – such as use of a wheelchair or loss of limbs – others may be more difficult to ascertain as they are hidden

Research and Design of a Routing Protocol in Large-Scale Wireless Sensor Networks

无线传感器网络，作为全球未来十大技术之一，集成了传感器技术、嵌入式计算技术、分布式信息处理和自组织网技术，可实时感知、采集、处理、传输网络分布区域内的各种信息数据，在军事国防、生物医疗、环境监测、抢险救灾、防恐反恐、危险区域远程控制等领域具有十分广阔的应用前景。 本文研究分析了无线传感器网络的已有路由协议，并针对大规模的无线传感器网络设计了一种树状路由协议，它根据节点地址信息来形成路由，从而简化了复杂繁冗的路由表查找和维护，节省了不必要的开销，提高了路由效率，实现了快速有效的数据传输。 为支持此路由协议本文提出了一种自适应动态地址分配算——ADAR（AdaptiveDynamicAddre...As one of the ten high technologies in the future, wireless sensor network, which is the integration of micro-sensors, embedded computing, modern network and Ad Hoc technologies, can apperceive, collect, process and transmit various information data within the region. It can be used in military defense, biomedical, environmental monitoring, disaster relief, counter-terrorism, remote control of haz...学位：工学硕士院系专业：信息科学与技术学院通信工程系_通信与信息系统学号：2332007115216

Making the invisible visible: supporting nursing students with hidden disabilities in clinical practice

Abstract information: Making the invisible visible: Supporting Nursing Students with Hidden Disabilities in Clinical Practice Concurrent session Aim: The aim of the paper is to explore the experiences of nursing students with hidden disabilities in clinical practice and to offer suggestion for mentors on how to provide reasonable adjustments to facilitate a positive learning experience. Abstract: The Equality Act (2010) defines a disability as a condition that has a significant adverse effect on a person’s ability to carry out day-to-day activities in the long term. Some disabilities, such as dyslexia, epilepsy, depression, schizophrenia, dyspraxia and others, may be hidden and therefore mentors and practice colleagues may not be aware that a student has a disability unless the learner chooses to disclose this fact. This concurrent session will highlight the experiences of nursing students with hidden disabilities in clinical practice and will suggest some reasonable adjustment that may improve the student experience and help learners to complete practice placements successfully. The presentation will share the results of a Plan, Do Study Act (PDSA) Cycle (part of a larger doctoral study) which explored the experiences of a small number of student nurses with hidden disabilities such as dyslexia on clinical placements. Nursing students may not disclose a hidden disability to mentors if they perceive that there is a risk of being unfairly judged or discriminated against. Conversely, some mentors may hold negative views about learners with certain impairments, which may inhibit the student’s learning experience during a clinical placement Negative experiences during a clinical placement could impact on learning and affect the student’s confidence, however personal tutors and link tutors may not always be aware of these issues unless the student discusses this with them. The session will suggest strategies mentors can use to support students with hidden disabilities, as well as highlighting the role of the link lecturer as a resource for facilitating successful clinical placements for nursing students. Learning Outcomes: By the end of the session participants will be able to : • Discuss implications of the Equality Act 2010 on support of student nurses with disabilities • List 4 hidden disabilities that may affect student nurses • Explain reasonable adjustments mentors in clinical practice can provide to support student nurses with hidden disabilities Biography of Presenter: Daniela Blumlein is a lecturer in pre-registration adult nursing at the University of West London (UWL) and she is the programme leader for the PG Dip in pre-registration adult nursing. She is a Registered nurse who trained in Germany and holds a MA in Lifelong Learning from the Institute of Education and is currently studying for a professional doctorate in Nursing at UW

Supporting students with dyslexia

The Equality Act (2010) defines a disability as a condition that has a significant adverse effect on a person’s ability to carry out day-to-day activities in the long term. This concurrent session will highlight the experiences of nursing students with dyslexia in the academic setting and in clinical practice and will suggest some reasonable adjustments that may improve the student experience and help learners to complete course work and practice placements successfully. The session will suggest strategies that lecturers and mentors can use to support students with dyslexia, as well as highlighting reasonable adjustments and further support available. A study by Morris and Turnbull (2006) highlighted the fact that nursing students may not disclose a hidden disability if they perceive that there is a risk of being unfairly judged or discriminated against. Therefore this session will aim to break down misconceptions and clearly identify legal requirements for providing a fair and positive learning experience for student nurses with dyslexia. The session will be co –presented by a PG Dip Adult Nursing student with dyslexia who will discuss her personal experience