Submarine glacial landforms on the Bay of Fundy–northern Gulf of Maine continental shelf

Author Posting. © The Author(s), 2016. This is the author's version of the work. It is posted here by permission of Geological Society of London for personal use, not for redistribution. The definitive version was published in Geological Society, London, Memoirs 46 (2016): 429-436, doi:10.1144/M46.154.The Bay of Fundy–northern Gulf of Maine region surrounds the southern part of Nova Scotia, encompassing, from west to east, the Bay of Fundy, Grand Manan Basin, German Bank, Browns Bank, Northeast Channel, and northeastern Georges Bank (Fig. 1a). During the last glacial maximum (~24–20 14C ka BP), the southeast margin of the Laurentide Ice Sheet (LIS) occupied the study area, the rest of the Gulf of Maine, and the continental Scotian Shelf off Atlantic Canada (see Dyke et al. 2002, Fig. 1; Hundert & Piper 2008, Fig. 16; Shaw et al. 2006, Fig. 8). Early mapping of the glaciated region on the Scotian Shelf using side-scan sonar imagery and seismic reflection profiles revealed topographic features interpreted to be recessional moraines indicative of retreat of the LIS (King et al. 1972; King 1996; Stea et al. 1998). Subsequently, multibeam sonar seafloor mapping of local-scale glacial landforms on the inner Scotian Shelf off Halifax, Nova Scotia (Fig. 1a) provided further information on the dynamics of the advance and retreat of the ice sheet (Loncarevic et al. 1994). Interpretation of seismic reflection profiles across Georges Bank revealed that the surficial sediment is a veneer of glacial debris transported to Georges Bank by the LIS during the late Pleistocene from continental areas to the north (Shepard et al. 1934; Knott & Hoskins 1968; Oldale & Uchupi 1970; Schlee 1973; Schlee & Pratt 1970; Twichell et al. 1987; Fader et al. 1988). Recent high-resolution multibeam sonar surveys of German Bank and the Bay of Fundy mapped a complex of ice-advance and ice-retreat features attributed to the activity of the LIS (Todd et al. 2007; Todd & Shaw 2012).2017-11-0

Face-space: A unifying concept in face recognition research

The concept of a multidimensional psychological space, in which faces can be represented according to their perceived properties, is fundamental to the modern theorist in face processing. Yet the idea was not clearly expressed until 1991. The background that led to the development of face-space is explained, and its continuing influence on theories of face processing is discussed. Research that has explored the properties of the face-space and sought to understand caricature, including facial adaptation paradigms, is reviewed. Face-space as a theoretical framework for understanding the effect of ethnicity and the development of face recognition is evaluated. Finally, two applications of face-space in the forensic setting are discussed. From initially being presented as a model to explain distinctiveness, inversion, and the effect of ethnicity, face-space has become a central pillar in many aspects of face processing. It is currently being developed to help us understand adaptation effects with faces. While being in principle a simple concept, face-space has shaped, and continues to shape, our understanding of face perception

Developing clinical leadership: a co-operative inquiry approach to evaluate the benefits of an action learning set with nursing consultants in England.

Background: As three new Consultant nurses joined two established consultants on the staff of one District General Hospital in the south of England, it was believed that an action learning set (ALS) would offer peer support to enable them to succeed. The aim is to evaluate the lessons learned from the ALS focusing on their leadership. Methodology: Co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles were completed of four phases of discussion, reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst they had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and were keen to retain their peer support to ensure its sustainability. Conclusion: The outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. References: Department of Health (1999) Making a Difference. Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. Department of Health, London. Drennan V. and Goodman C. (2011) Sustaining innovation in the healthcare workforce: A case study of community nurse consultant posts in England. BMC Health Services Research, 11:200 accessed from http://www.biomedcentral.com/1472-6963/11/200 on 23.1.15 Heron J. and Reason P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In: Reason P. & Bradbury H. (2001) (Editors) Handbook of Action Research: Participative Inquiry & Practice. Chapter 16, Sage Publications, London Learning objectives: The learner will be able to : Understand the importance of action learning sets in supporting and empowering self and others in their clinical leadership. Recognise the value of a co-operative inquiry methodology to learn collaboratively from peers as clinical leaders to enhance their practice. Purpose of the presentation; The purpose of the presentation is to share the lessons learned from using a co-operative inquiry methodology to understand collaboratively and more fully the lessons learned from a year’s Action Learning Set focused on the leadership development for five non-medical consultants and nursing professor. Target audience for the presentation: The target audience is anticipated to be educationalists, senior nurses and nurse researchers. Key Words: Nurse leadership, co-operative inquiry, nurse consultant

Molecular and morphometric variation in European populations of the articulate brachiopod <i>Terebeatulina retusa</i>

Molecular and morphometric variation within and between population samples of the articulate brachiopod &lt;i&gt;Terebratulina&lt;/i&gt; spp., collected in 1985-1987 from a Norwegian fjord, sea lochs and costal sites in western Scotland, the southern English Channel (Brittany) and the western Mediterranean, were measured by the analysis of variation in the lengths of mitochondrial DNA (mtDNA) fragments produced by digestion with nine restriction endonucleases and by multivariate statistical analysis of six selected morphometric parameters. Nucleotide difference within each population sample was high. Nucleotide difference between population samples from the Scottish sites, both those that are tidally contiguous and those that appear to be geographically isolated, were not significantly different from zero. Nucleotide differences between the populations samples from Norway, Brittany, Scotland and the western Mediterranean were also very low. Morphometric analysis confirmed the absence of substantial differentiation

Clinical leadership: evaluating the benefits of action learning using co-operative inquiry

Background: Developing clinical leadership, to ensure the culture of care is strengthened, is the thrust of the ‘leading with compassion’ campaign by the English National Health Service (NHS) (NHS England, 2014). Senior clinicians are charged with invigorating compassionate leadership yet the roles of nurse and therapist consultants the most senior clinical role in the UK healthcare system, are often solitary ones, in which they are expected to embrace a myriad of responsibilities and where there continues to be ambiguity about their role and scope of practice. In such exposed positions in any healthcare system from a global perspective, consultant nurses and therapists are vulnerable to the vagaries of the demands made upon them and the need to strive ever harder to improve the quality of services and patient care (McIntosh & Tolson 2008). Mentorship can be seen as a way of supporting clinicians, even on a global exchange system but a system (Buckner et al 2015) where the consultants can support themselves through action learning (McGill & Beaty 2001) reinforces their commitment to each other and to the potential benefit of their organisation. The aim is to evaluate the effectiveness of an action learning set (ALS) to enhance clinical leadership and extend their scope and confidence more strategically Methodology: Using an approach advocated by Heron & Reason (2001), co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles have been completed of four phases of discussion of reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst the consultants had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. The ALS has enabled them to remain focused and reflect critically both personally and within the group. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and they have been keen to retain their peer support to ensure its sustainability. Conclusion: Whilst their motivation to ‘make a difference’ remains palpable, the outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. They believe that they are more aware of their influence on others and feel more able to challenge their medical colleagues with greater conviction and now have a recognised voice within the organisation. Clinical relevance: Time away from their clinical responsibilities to consider improvement of issues challenging these autonomous practitioners has proved invaluable to the improvement of their specialist services and enhanced the confidence of those new to role. Additionally, this collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. Key words: leadership, action learning, co-operative inquiry, Words: 569 3 Bullet points as to how your work contributes to knowledge development in the selected theme: • The value of action learning sets for consultant therapists using a co-operative inquiry approach can lead to further empower individuals to address the complex problems in practice and lead to change. • Co-operative inquiry has been a powerful tool to engage these senior consultants in a number of cycles of reflection and evaluation, researching with each other and experiencing first hand the value of the ALS to each of them individually. • Action learning sets can help senior clinicians, early on in their leadership role, take ownership of their complex problems and commit to each other by supporting their development of creative thinking and problem solving. References: Bell M., Coen E., Coyne-Nevin A., Egenton R., Ellis A. and Moran L. (2007) Experience of an action learning set. Practice Development in Health Care 6(4) 232-241. Buckner, E.B., Anderson D.J., Garzon, N., Hafsteinsdottir, T.B., Lai, C. and Roshan, R. (2014) Perspectives on global nursing leadership: international experiences from the field. International Nursing Review, 61, 463-471. Heron, J. & Reason, P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In Reason, P. & Bradbury, H. (editor) Handbook of Action Research: Participative Inquiry & Practice, pp179 -188. Sage, London Jackson C. and Thurgate C. (2011) Action learning: maximising learning in the workplace. British Journal of Healthcare Assistants, 5(9), 454-456. McGill I. And Beaty L. (2001) Action Learning: A Guide for Professional, Management and Educational Development (2nd edition). London, Kogan Page. McIntosh J. and Tolson D. (2008) Leadership as part of the nurse consultant role; banging the drum for patient care. Journal of Clinical Nursing 18, 219-227. NHS England (2014) Building and Strengthening Leadership: Leading with Compassion. NHS England, Accessed at https://www.england.nhs.uk/wp-content/uploads/2014/12/london-nursing-accessible.pdf on 22.1.16 Young S., Nixon E., Hinge D., McFadyen J., Wright V., Lambert P., Pilkington C. and Newsome C. (2009) Action learning: a tool for the development of strategic skills for Nurse Consultants? Journal of Nursing Management, 18, 105-110

Estimating the duration of speciation from phylogenies

Speciation is not instantaneous but takes time. The protracted birth-death diversification model incorporates this fact and predicts the often observed slowdown of lineage accumulation toward the present. The mathematical complexity of the protracted speciation model has barred estimation of its parameters until recently a method to compute the likelihood of phylogenetic branching times under this model was outlined (Lambert et al. ). Here, we implement this method and study using simulated phylogenies of extant species how well we can estimate the model parameters (rate of initiation of speciation, rate of extinction of incipient and good species, and rate of completion of speciation) as well as the duration of speciation, which is a combination of the aforementioned parameters. We illustrate our approach by applying it to a primate phylogeny. The simulations show that phylogenies often do not contain enough information to provide unbiased estimates of the speciation-initiation rate and the extinction rate, but the duration of speciation can be estimated without much bias. The estimate of the duration of speciation for the primate clade is consistent with literature estimates. We conclude that phylogenies combined with the protracted speciation model provide a promising way to estimate the duration of speciation.</p

SYSTEMS-2: a randomised phase II study of radiotherapy dose escalation for pain control in malignant pleural mesothelioma

SYSTEMS-2 is a randomised study of radiotherapy dose escalation for pain control in 112 patients with malignant pleural mesothelioma (MPM). Standard palliative (20Gy/5#) or dose escalated treatment (36Gy/6#) will be delivered using advanced radiotherapy techniques and pain responses will be compared at week 5. Data will guide optimal palliative radiotherapy in MPM

The consultant practitioner: an evolving role to meet changing NHS needs.

Since the introduction of the consultant practitioner role, with its huge variability in purpose and context, it has had to evolve in response to the changing needs of the NHS to achieve sustainability and transformation of services. AIM: This article reflects on the relevance of the consultant practitioner role and the impact of an action learning set in hastening its evolution in one NHS foundation trust. METHOD: From a process of collective critical reflection on their practice, six consultant practitioners analysed the impact they have had on influencing services and empowerment of their patients. Additionally, they have analysed the impact of an externally facilitated action learning set as a catalyst for change. RESULTS: All six consultant practitioners recognised that working together through the learning set enabled them to be more influential and effective. It encouraged them to share their experiences of continuous service improvement and crystalised their views on the impact they have had in delivering the organisation's vision. CONCLUSION: From their critical reflection, the six consultant practitioners acknowledged the influence of the action learning set on accelerating their confidence and competence to lead, and evaluating new models of care delivery at scale and pace. They recognised how far they have travelled in achieving the four dimensions of the role and ultimately their impact on their local sustainability and transformation plan (STP) and their trust's vision

Facile O-atom insertion into C-C and C-H bonds by a trinuclear copper complex designed to harness a singlet oxene

Two trinuclear copper [CuICuICuI(L)]1+ complexes have been prepared with the multidentate ligands (L) 3,3'-(1,4-diazepane-1,4-diyl)bis(1-((2-(dimethylamino)ethyl)(methyl)amino)propan-2-ol) (7-Me) and (3,3'-(1,4-diazepane-1,4-diyl)bis(1-((2-(diethylamino) ethyl)(ethyl) amino)propan-2-ol) (7-Et) as models for the active site of the particulate methane monooxygenase (pMMO). The ligands were designed to form the proper spatial and electronic geometry to harness a "singlet oxene," according to the mechanism previously suggested by our laboratory. Consistent with the design strategy, both [CuICuICuI(L)]1+ reacted with dioxygen to form a putative bis(µ3-oxo)CuIICuIICuIII species, capable of facile O-atom insertion across the central C-C bond of benzil and 2,3-butanedione at ambient temperature and pressure. These complexes also catalyze facile O-atom transfer to the C-H bond of CH3CN to form glycolonitrile. These results, together with our recent biochemical studies on pMMO, provide support for our hypothesis that the hydroxylation site of pMMO contains a trinuclear copper cluster that mediates C-H bond activation by a singlet oxene mechanism