Saturation studies of the E-beam sustained discharge atomic xenon laser

In an electron beam sustained discharge xenon laser the discharge energy deposition has been varied in order to investigate the saturation effect on the xenon laser. The current density of the electron beam is varied separately in the range of 0.1-2.7 A/cm2 to obtain optimized discharge excitation conditions as a function of electron beam current density and gas pressure. An optimal fractional ionization f=3.5-4×10-5 is found, independent of the electron beam parameters. The synergy of electron beam and discharge excitation has resulted in a maximum specific energy of 15 J/l at a total gas pressure of 9 ba

IR Recombination Lasers

The present study contributes to a better understanding of the atomic Xe laser as a powerful IR source. Several important phenomena like the dependence of both the observed optimized input power and maximum output power on the square of the gas density and also the constant fractional ionization are reported and verified theoretically. The insight in the kinetics of this system has also lead to the realization of small-size continuous systems with output powers in the range of watts. The results of the present study can be used to predict the performance of the atomic Xe laser under different operating conditions

Intrinsic efficiency and critical power deposition in the e-beam sustained Ar:Xe laser

Experimental investigations on an e-beam sustained near infrared Ar:Xe laser have been carried out to determine the intrinsic efficiency at optimized conditions. A parametric study at different sustainer currents reveals a maximum output energy depending on current density. Up to 8 bar the optimized laser output power per unit volume increases linearly with 1.1MW/1 bar. Intrinsic efficiencies of up to about 8% are feasible

Bridging the gap between self-directed learning of nurse educators and effective student support

Background: Self-directed learning requires the ability to identify one’s own learning needs, develop and implement a plan to gain knowledge and to monitor one’s own progress. A lifelong learning approach cannot be forced, since it is in essence an internally driven process. Nurse educators can, however, act as role models to empower their students to become independent learners by modelling their own self-directed learning and applying a number of techniques in supporting their students in becoming ready for self-directed learning.   Objectives: The aim of the article is to describe the manifestations and implications of the gap between self-directed learning readiness of nurse educators and educational trends in supporting students.   Method: An instrumental case study design was used to gain insight into the manifestations and implications of self-directed learning of nurse educators. Based on the authentic foci of various critical incidents and literature, data were collected and constructed into a fictitious case. The authors then deductively analysed the case by using the literature on self-directed learning readiness as departure point. Four constructs of self-directed learning were identified, namely internal motivation, planning and implementation, self-monitoring and interpersonal communication. Supportive strategies were identified from the available literature.   Results: Nine responses by nurse educators based on the fictitious case were analysed.Analysis showed that readiness for self-directed learning in terms of the identified constructswas interrelated and not mutually exclusive of one other.   Conclusion: The success of lifelong learning is the ability to engage in self-directed learning which requires openness to learning opportunities, good self-concept, taking initiative and illustrating independence in learning. Conscientiousness, an informed acceptance of a responsibility for one’s own learning and creativity, is vital to one’s future orientation towards goal-directed learning. Knowledge and understanding of one’s own and students’ selfdirected learning abilities are critical for nurse educators. In the nursing profession, it has been shown that self-directed learning by the nurse educators has a direct relationship towards the development of a lifelong learning approach by their students. Supporting students towards becoming self-directed learners throughout their professional life, in turn, will impact directly on the quality of nursing and midwifery practice.   (Article to follow

A conceptual analysis of transfer of learning in Health Sciences Education

All educators in vocational training aim to promote transfer of learning in their students. However, studies on transfer of learning or theory-practice gap in the health professions are criticized for being anecdotal and not viewed as a systemic process. The analysis was done according to Walker and Avant's (2005) eight steps. Databases, internet search engines, and scholarly articles from the 21st century were used to identify relevant sources. Transfer of learning occurs when inherent characteristics of students prompt them to demonstrate the competence (knowledge, skills, attitude, and behavior) they gained through well designed student-centered educational interventions in real (clinical) contexts with positive outcomes for the students, clients, and the service institution. Working towards transfer of learning, or bridging the theory-practice gap, without a common understanding of what it entails jeopardises future research, educational practice, and service delivery. The findings of this study imply that selection criteria should be applied in the selection of appropriate candidates for rendering health care. Education in health sciences should be designed to promote transfer of learning and service settings should be conducive for transfer of learning by lending personal, professional and systems support. Achieving these will ensure good practice development as well as promote and uphold efficient quality of care.The authors acknowledge the funding provided by the School of Nursing, University of the Free State that made collaboration among the authors possible.http://www.ajol.info/journal_index.php?jid=153&ab=ajpherdam2013ay201

Establishing a community of practice : from outsiders to insiders

A shared interest in scholarship of teaching and learning between three academics/ researchers stimulated the establishment of a community of practice. The spontaneous formation of the group developed into a formal and functioning CoP. The aim of this article is to explore the transformation of a group of nursing academics who started as outsiders in a support group to becoming insiders in a community of practice. A single intrinsic longitudinal case study design within a theory of action was used to illuminate and explicate the experiences of participants during the development (analytical frame) of a community of practice (object). Four themes were identified from the four construct bins, namely shared domain of interest, informal network, formal work group and community of practice. A true sense of belonging with concrete academic and research-related outcomes and a shared vision statement and values and beliefs clarification for sustainability characterizes the flourishing group.http://www.journals.co.za/ej/ejour_genbeh.htmlam2016Nursing Scienc

A conceptual framework for educational design at modular level to promote transfer of learning

Students bridge the theory–practice gap when they apply in practice what they have learned in class. A conceptual framework was developed that can serve as foundation to design for learning transfer at modular level. The framework is based on an adopted and adapted systemic model of transfer of learning, existing learning theories, constructive alignment and the elements of effective learning opportunities. A convergent consensus-seeking process, which is typical of a qualitative approach, was used for expert review. The final conceptual framework consists of two principles: establishing a community of learning and the primacy of a learning outcome. The four steps entail the following: (1) activation of existing knowledge; (2) engaging with new information; (3) demonstrating competence; and (4) application in the real world. It is envisaged that by applying the framework educators in health care will design for transfer of learning, resulting in quality of care and optimal patient outcomes.http://www.tandfonline.com/loi/riie202017-03-31hb201