Mr Secrets and Social Media: the Confession of Richard Rodriguez

Richard Rodriguez's works create troubling situations for many scholars. Though numerous critics see him as the penultimate Chicano writer, many others see his writing as only pandering to the elite. However, all politics and controversies aside, he is a writer whose ideas upon language and public confession have been revolutionary. Throughout the thesis, I argue that Rodriguez's ideas upon language and identity are applicable to the social media landscape that we reside in currently, especially the public confession. Also, I use deconstructionism, along with postmodern criticism, to illustrate the changing arc of Rodriguez's confession from his first autobiography to his final one. In his first memoir, Rodriguez remains in the closet upon his sexuality, and the reader only catches glimpses of the 'real' character inside his work. In the second memoir, the reader sees a better glimpse because of his coming out; yet, even in this regard, he does not do so wholly and still leaves his confession unfinished. By the third, he applies themes and problems seen in his first and second works to discuss our browning nature, and how we are all sinners and that we desire to confess our sins. In my assessment of Rodriguez, I argue throughout all my chapters upon a measure of irreconcilability between the private world of the Hispanic immigrant family and the public sphere that they are forced to inhabit because of his citizenship and education. This irreconcilability creates a drastic limiting of identity for the author that Rodriguez is forced to navigate which creates his desire for confession

Reimagining school libraries: Children's perspectives and new opportunities

The Federal Government’s recent Building the Education Revolution program resulted in, among other features, the creation of over 600 new school libraries in Queensland alone. This paper reports on a component of a research project carried out with students in six primary schools and one secondary school that benefitted from the program, investigating the influences of these new physical environments on learning and teaching. In particular, this paper discusses one missing voice from the design process - that of the students who would be key users of the newly-created spaces in those schools. While opportunities for real involvement in design were minimal for most potential users of the new spaces, students’ imagined possibilities for school libraries, as submitted to the research project, suggest that students could have contributed different perspectives to enhance learning engagement through imaginative design elements. The findings of the project have relevance for teachers and teacher librarians in reconsidering the ways in which the new learning spaces are used as well as informing school designers in planning engaging school facilities. The findings may be extrapolated to the design and planning of general classrooms and other learning environments

Method and associated apparatus for capturing, servicing, and de-orbiting earth satellites using robotics

This invention is a method and supporting apparatus for autonomously capturing, servicing and de-orbiting a free-flying spacecraft, such as a satellite, using robotics. The capture of the spacecraft includes the steps of optically seeking and ranging the satellite using LIDAR; and matching tumble rates, rendezvousing and berthing with the satellite. Servicing of the spacecraft may be done using supervised autonomy, which is allowing a robot to execute a sequence of instructions without intervention from a remote human-occupied location. These instructions may be packaged at the remote station in a script and uplinked to the robot for execution upon remote command giving authority to proceed. Alternately, the instructions may be generated by Artificial Intelligence (AI) logic onboard the robot. In either case, the remote operator maintains the ability to abort an instruction or script at any time, as well as the ability to intervene using manual override to teleoperate the robot.In one embodiment, a vehicle used for carrying out the method of this invention comprises an ejection module, which includes the robot, and a de-orbit module. Once servicing is completed by the robot, the ejection module separates from the de-orbit module, leaving the de-orbit module attached to the satellite for de-orbiting the same at a future time. Upon separation, the ejection module can either de-orbit itself or rendezvous with another satellite for servicing. The ability to de-orbit a spacecraft further allows the opportunity to direct the landing of the spent satellite in a safe location away from population centers, such as the ocean

Antipsychotic prescribing to patients diagnosed with dementia without a diagnosis of psychosis in the context of national guidance and drug safety warnings: longitudinal study in UK general practice

Introduction: Policy interventions to address inappropriate prescribing of antipsychotic drugs to older people diagnosed with dementia are commonplace. In the UK, warnings were issued by the Medicines Healthcare products Regulatory Agency in 2004, 2009 and 2012 and the National Institute for Health and Care Excellence guidance was published in 2006. It is important to evaluate the impact of such interventions. Methods: We analysed routinely collected primary-care data from 111,346 patients attending one of 689 general practices contributing to the Clinical Practice Research Datalink to describe the temporal changes in the prescribing of antipsychotic drugs to patients aged 65 years or over diagnosed with dementia without a concomitant psychosis diagnosis from 2001 to 2014 using an interrupted time series and a before-and-after design. Logistic regression methods were used to quantify the impact of patient and practice level variables on prescribing prevalence. Results: Prescribing of first-generation antipsychotic drugs reduced from 8.9% in 2001 to 1.4% in 2014 (prevalence ratio 2014/2001 adjusted for age, sex and clustering within practices (0.14, 95% confidence interval 0.12–0.16), whereas there was little change for second-generation antipsychotic drugs (1.01, confidence interval 0.94–1.17). Between 2004 and 2012, several policy interventions coincided with a pattern of ups and downs, whereas the 2006 National Institute for Health and Care Excellence guidance was followed by a gradual longer term reduction. Since 2013, the decreasing trend in second-generation antipsychotic drug prescribing has plateaued largely driven by the increasing prescribing of risperidone. Conclusions: Increased surveillance and evaluation of drug safety warnings and guidance are needed to improve the impact of future interventions

Influence of asymptomatic pneumonia on the response to hemorrhage and resuscitation in swine

INTRODUCTION: Investigation of resuscitation fluids in our swine hemorrhage model revealed moderate to severe chronic pneumonia in five swine at necropsy. Our veterinary staff suggested that we perform a retrospective analysis of prospectively collected data from these animals. We compared the data to that of ten healthy swine to determine the physiologic consequences of the added stress on our hemorrhage/resuscitation model. METHODS: Anesthetized, immature female swine (40 ± 5 kg) were instrumented for determining arterial and venous pressures, cardiac output and urine production. A controlled hemorrhage of 20 ml/kg over 4 min 40 sec was followed at 30 min by a second hemorrhage of 8 ml/kg and resuscitation with 1.5 ml/kg/min of LR solutions to achieve and maintain systolic blood pressure at 80 ± 5 mmHg for 3.5 hrs. Chemistries and arterial and venous blood gasses were determined from periodic blood samples along with hemodynamic variables. RESULTS: There were significant decreases in survival, urine output, cardiac output and oxygen delivery at 60 min and O2 consumption at 120 min in the pneumonia group compared to the non-pneumonia group. There were no differences in other metabolic or hemodynamic data between the groups. CONCLUSION: Although pneumonia had little influence on pulmonary gas exchange, it influenced cardiac output, urine output and survival compared to healthy swine, suggesting a decrease in the physiologic reserve. These data may be relevant to patients with subclinical infection who are stressed by hemorrhage and may explain in part why some similarly injured patients require more resuscitation efforts than others

Engaging first year lecturers with threshold learning outcomes and concepts in their disciplines

In this paper, we report on an investigation of what students need to learn in the first year in various discipline-based subjects to launch then on their way to meet specified discipline threshold learning outcomes (TLOs) by the time they graduate. We frame our investigation using both the threshold concepts that the students must master in first year in order to succeed in learning in the discipline and also the threshold learning outcomes that they need to achieve by third year. We describe and analyse workshops used to engage lecturers with the challenges of designing first year curriculum in their r discipline, suggest why threshold concepts are useful in focusing both lecturers and students on what is essential, and outline briefly some of the creative solutions the lecturers offered

Using a collaborative research approach to develop an interdisciplinary research agenda for the study of mobile health interventions for older adults.

Licensed under Creative Commons Attribution cc-by 2.0Background: Seniors with chronic diseases are often called on to self-manage their conditions. Mobile health (mHealth) tools may be a useful strategy to help seniors access health information at the point of decision-making, receive real-time feedback and coaching, and monitor health conditions. However, developing successful mHealth interventions for seniors presents many challenges. One of the key challenges is to ensure the scope of possible research questions includes the diverse views of seniors, experts and the stakeholder groups who support seniors as they manage chronic disease. Objective: Our primary objective was to present a case-study of a collaborative research approach to the development of an interdisciplinary research agenda. Our secondary objectives were to report on the results of a nominal group technique (NGT) approach used generate research questions and to assess the success of including non-academic researchers to enrich the scope, priority, and total number of possible research questions. Methods: We invited researchers and stakeholders to participate in a full day meeting that included rapid-style presentations by researchers, health care professionals, technology experts, patients and community groups followed by group discussions. An NGT was used to establish group consensus on the following question: In your opinion, what research needs to be done to better understand the effectiveness, usability and design of mobile health apps and devices for older adults? Results: Overall, the collaborative approach was a very successful strategy to bring together a diverse group of participants with the same end goal. The 32 participants generated 119 items in total. The top three research questions that emerged from the NGT were related to adoption, the need for high quality tools and the digital divide. Strong sub-themes included privacy and security, engagement and design. The NGT also helped us include the perspectives information from non-academic researchers that would not have been captured if the process had been limited to the research team. Conclusions: Developing ways for patients and other stakeholders to have a voice when it comes to developing patient awareness as related to mHealth may guide future research into engagement, ownership, usability and design. It is our intention that our paper be used and adapted by other researchers to engage small or vulnerable populations often excluded from mHealth research and design.None Declare

Renewing first year curricula for social sciences and humanities in the context of discipline threshold standards

[Extract] This project evolved out of the work of the Deans of Arts, Social Sciences and Humanities (DASSH) network for Associate Deans Learning and Teaching (ADLT). As ADLTs, we wanted to better support and advise our colleagues on how to design first year curriculum in their own discipline. Our contexts were determined by Threshold Learning Outcomes (TLOs) that were developed for the Humanities and Social Science disciplines initially through an Australian Learning and Teaching Council (ALTC) project (Hay, 2012). We wanted to identify, understand, refine and be able to advocate for teaching and assessment strategies that would set first year students on their way to achieving TLOs in their chosen discipline by the time they graduate. The original aims of the project were to: i. determine the discipline-specific skills and standards that are required to be developed at the first year in order for students to achieve the TLOs and AQF standards prescribed for graduates in the selected disciplines in the Social Sciences and Humanities; ii. engage first year staff with first year pedagogy and curriculum renewal in the light of threshold standards; and iii. provide a toolkit with examples of discipline-specific assessments and activities that develop those skills in first year students

Designing first-year sociology curricula and practice

Many countries are now specifying standards for graduates in different disciplines, including sociology. In Australia, the Australian Sociological Association (TASA) has developed Threshold Learning Outcomes (TLOs) for sociology to provide the learning outcomes that students graduating with a bachelor’s degree in sociology should achieve. These TLOs have encouraged universities to think explicitly about their sociology curriculum in a holistic way. This paper reports on a project that investigated the skills and concepts sociology students need to learn in first year to meet the TLOs by the time they graduate. The project identified the needs of students as they transition from school or work into the study of sociology in first year through a study of literature of first-year pedagogy and a student survey. A workshop was held for sociology that involved 37 academics from 14 universities. The workshop was used to promote a rethink of teaching of sociology in the light of the new TLOs as well as to collect ideas from the participants. The student surveys, workshop ideas and relevant literature were analyzed and synthesized for each TLO to determine what skills and concepts first-year students needed to learn, identify what they might find difficult and propose strategies for teaching. The paper also provides practical ideas for engaging academics with thinking holistically about the sociology curriculum and for teaching and learning sociology in the first year of an undergraduate degree