Effect of mutual coupling on torque production in switched reluctance motors

In many cases, the normal operation of switched reluctance machines requires excitation of two or more phases simultaneously. When multiple phases are conducting simultaneously, the flux paths from each phase will overlap, which may lead to localized saturation. In such cases, the flux linkage must be considered a function not just of the current in the test winding but of all excited windings. The degree of mutual coupling between phases influences the per-phase magnetization curves and torque characteristics. In machines with even phase numbers, the degree of mutual coupling between phases varies due to discontinuities in the phase polarity arrangement. From nonlinear finite element simulations, it is possible to compare the i - loop diagrams under single-phase and multiphase excitations, and hence the torque produced. The mutual flux linkage from each phase can be calculated separately for each rotor position using the frozen permeability method, to further analyze the mutual coupling effects. For a given excitation current profile, the torque can be maximized by careful arrangement of the phase polarities

Emotion recognition and processing style in children with an intellectual disability

Research aims: People with an intellectual disability generally have poorer emotion recognition than their typically developing peers, but there is limited research on how processing style might influence this. Our study aimed to explore this. Methods: Children with (n = 45) and without (n = 57) an intellectual disability completed an emotion recognition naming task and a processing style task. A path mediation model was used to evaluate whether having an intellectual disability predicted poorer emotion recognition and whether this was mediated by a more local processing style. Results: We found that, while children with an intellectual disability were significantly less accurate at emotion recognition, having a local processing preference was not a significant factor in this. Conclusion: The results of the present study may be helpful for nurses who are involved in developing, delivering and evaluating interventions to improve the emotion recognition of people with an intellectual disability

Children's involvement in care order decision-making: a cross-country analysis

This international comparative paper examines how child protection workers in four countries, England, Finland, Norway, USA (CA), involve children in decision making regarding involuntary child removal. The analysis is based on 772 workers’ responses to a vignette describing preparations for care order proceedings. We examine children’s involvement along three dimensions including information given to the child, information gathered from the child, and opportunities for their perspectives and interests to be considered. Results show that child protection workers weigh children’s involvement differently based upon age. Staff in the four countries were more likely to talk with an older child, to provide information, to gather information, and to include in relevant decision making if the child were 11 compared to five in our vignette. Although the Nordic countries and England provide policy guidance regarding children’s role in child protection decision making, we did not see consistently higher indicators of children’s involvement from the respondents in these countries. Using child protection system frames to analyse the findings did not produce consistent differences between the family service systems and child protection systems included in this study. Findings highlight the wide range in practices concerning children’s involvement in decision making, and the wide space for professional discretion in implementing practice with children at the local level

Reconciling the professional and student identities of clinical psychology trainees

The study explored the ways in which qualified and trainee clinical psychologists perceived professional behaviour, as illustrated in a series of short vignettes, in student and clinical practice contexts. Comparisons were made to identify the extent to which ideas of professionalism differed across different learning contexts and between qualified and unqualified staff, with the aim of adding to the literature on which factors influence the development of professional identity in health professionals. An online questionnaire depicting a range of potentially unprofessional behaviours was completed by 265 clinical psychology trainees and 106 qualified clinical psychologists. The data were analysed using a general linear model with simultaneous entry in which rater (trainee vs qualified clinical psychologist), setting (student vs placement) and their interaction predicted acceptability ratings. We found that, in general, trainees and qualified staff agreed on those behaviours that were potentially unprofessional, although where significant differences were found, these were due to trainees rating the same behaviours as more professionally acceptable than qualified clinical psychologists. Despite trainees identifying a range of behaviours as professionally unacceptable, some percentage reported having engaged in a similar behaviour in the past. Irrespective of the status of the rater, the same behaviours tended to be viewed as more professionally unacceptable when in a placement (clinical) setting than in a student (university) setting. Generally, no support was found for a rater by setting interaction. The study suggests that trainee clinical psychologists are generally successful at identifying professional norms, although they do not always act in accordance with these. Conflicting student and professional norms may result in trainees viewing some potentially unprofessional behaviour as less severe than qualified staff. Health professional educators should be aware of this fact and take steps to shape trainee norms to be consistent with that of the professional group

Evaluation of the community based group parenting intervention 'Getting through the day'

Childhood behavioural disorders affect up to 9% of UK children under the age of ten (Meltzer et al.,2000). The consequences of these difficulties are widespread, placing the dchild at greater risk for later psychopathology, unemployment, relatioship problems and criminal activity. The trajectory towards the development of behavioural difficulties presents a complex milieu of potential risk and protective factors. Individual risk factors includes cognitive deficits, premature birth and childhood physical illness, although these are tempered by interactions with environmental risk factors such as low socioeconomic status and parental factors such as parental self-efficacy and mental health. Parenting skills are consistently highlighted as a key factor for the mediation of behavioral difficulties, and consequently lend themselves to the most influential intervention approach - the group parenting programme. Despite a wealth of programmes available, strenth of content and supporting evidence base vary widely. Current approaches are outlined and critiqued. 'Getting throught the day' is a manualised group parenting programme developed to impact upon child behaviour, parental self-efficacy and parental wellbeing. The aim of the current study was to evaluate this resource in the community setting within which it is delivered. Following longitudinal design, group participants and parents of 'healthy controls' from local schools and nurseries completed the standarised assessment questionnaires Strenght and Difficulties Questionnaire (corroborated by teacher version), Parenting Stress Index-Short Form, Hospital Anxiety and Depression Scale and the non-standardised Tool to Measure Parenting Self-Efficacy. statistical analyses of Analysis of Variance and Analysis of Covariance were conducted as appropriate, Results indicate positive change for intervention group participants as compared to healthy controls across domains of parent self-efficacy and parent mental health. Results and clinical implications are discussed in the context of this valuable resource and the existing evidence base for group parenting interventions.EThOS - Electronic Theses Online ServiceGBUnited Kingdo