Nonlinear Statistical Filtering and Applications to Segregation in Steels from Microprobe Images

Microprobe images of solidification studies are well known to be subject to a Poisson noise. That is, the radiation count at a pixel x for a certain element may be considered to be an observation of a Poisson random variable whose parameter is equal to the true chemical concentration of the element at x. By modeling the image as a random function, we are able to use geostatistical techniques to perform various filtering operations. This filtering of the image itself may be done using linear kriging. For explicitely nonlinear problems such as the estimation of the underlying histogram of the noisy image, or the estimation of the probability that locally the concentration passes a certain value (this probability is needed for segregation studies), it is usually not possible to use linear techniques as they give biased results. For this reason, we applied the nonlinear technique of Disjunctive Kriging to these nonlinear problems. Linear kriging needs only second order statistical models ( covariance functions or variograms) while disjunctive kriging needs bivariate distribution models. This approach 1s illustrated by examples of filtering of various X-ray mappings in steel samples

STROKE PARAMETERS AND ARM COORDINATION IN COMPETITIVE UNILATERAL ARM AMPUTEE FRONT CRAWL SWIMMERS

The aims of this study were to: (1) determine the changes in stroke parameters and arm coordination as a function of swimming speed; and (2) examine the relationships between stroke parameters and arm coordination, for competitive unilateral arm amputee front crawl swimmers. Thirteen highly-trained swimmers (3 male, 10 female) were filmed underwater from lateral views during six increasingly faster 25 m front crawl trials. Increases in swimming speed were achieved by an increase in stroke frequency which coincided with a decrease in stroke length. All swimmers showed asymmetric coordination between their affected and unaffected arm pulls, which was not affected by an increase in swimming speed up to maximum. The fastest amputee swimmers used higher stroke frequencies and less catch-up coordination before their affected arm pull, when compared to the slower swimmers. Reducing the time delay before initiating the affected arm pull appears to be beneficial for successful swimming performance

A review of the design and assessment model of the Skills Challenge Certificate, and its place within the Welsh Baccalaureate

In January 2017, Wavehill, in collaboration with the University College London (UCL) Institute of Education (IOE), was commissioned by Qualifications Wales to undertake a review of the Skills Challenge Certificate (SCC) qualification and its place within the Welsh Baccalaureate (Welsh Bacc). Dr Caroline Daly (Reader in Education, IOE and Honorary Visiting Professor Cardiff University) undertook a detailed analysis of the SCC design by reviewing programme specifications, delivery handbooks, design principles, the administration handbook, the code of practice and Qualifications Wales’ (2016) Review of the implementation of the new Welsh Baccalaureate from September 2015. Dr Caroline Daly is the lead author on the desk-based review of the SCC. The review of documents was supplemented by interviews with key stakeholders, including the authors of the Qualifications Wales’ initial review (2016) of the Welsh Bacc and senior managers at the awarding body, WJEC. These interviews were used for reference to seek clarification about the SCC design and assessment model to inform the ongoing review of the documentation and refine questions for the focus groups. To enrich the evidence base, a programme of fieldwork was developed to sample a number of schools and Further Education (FE) colleges across Wales. The fieldwork engaged with learners and teachers through focus groups (learners) and interviews (teachers). The sample was constructed in discussion with Qualifications Wales and was designed to include the voices of learners and teachers from a variety of centres across Wales that deliver the Welsh Bacc (the methodology is discussed in section 3). The findings from the desk-based review, the learner focus groups and the teacher interviews are brought together in the Conclusions and Recommendations at the end of the report

A comparison of animated versus static images in an instructional multimedia presentation

Sophisticated three-dimensional animation and video compositing software enables the creation of complex multimedia instructional movies. However, if the design of such presentations does not take account of cognitive load and multimedia theories, then their effectiveness as learning aids will be compromised. We investigated the use of animated images versus still images by creating two versions of a 4-min multimedia presentation on vascular neuroeffector transmission. One version comprised narration and animations, whereas the other animation comprised narration and still images. Fifty-four undergraduate students from level 3 pharmacology and physiology undergraduate degrees participated. Half of the students watched the full animation, and the other half watched the stills only. Students watched the presentation once and then answered a short essay question. Answers were coded and marked blind. The “animation” group scored 3.7 (SE: 0.4; out of 11), whereas the “stills” group scored 3.2 (SE: 0.5). The difference was not statistically significant. Further analysis of bonus marks, awarded for appropriate terminology use, detected a significant difference in one class (pharmacology) who scored 0.6 (SE: 0.2) versus 0.1 (SE: 0.1) for the animation versus stills group, respectively (P=0.04). However, when combined with the physiology group, the significance disappeared. Feedback from students was extremely positive and identified four main themes of interest. In conclusion, while increasing student satisfaction, we do not find strong evidence in favour of animated images over still images in this particular format. We also discuss the study design and offer suggestions for further investigations of this type

Programming Protocol-Independent Packet Processors

P4 is a high-level language for programming protocol-independent packet processors. P4 works in conjunction with SDN control protocols like OpenFlow. In its current form, OpenFlow explicitly specifies protocol headers on which it operates. This set has grown from 12 to 41 fields in a few years, increasing the complexity of the specification while still not providing the flexibility to add new headers. In this paper we propose P4 as a strawman proposal for how OpenFlow should evolve in the future. We have three goals: (1) Reconfigurability in the field: Programmers should be able to change the way switches process packets once they are deployed. (2) Protocol independence: Switches should not be tied to any specific network protocols. (3) Target independence: Programmers should be able to describe packet-processing functionality independently of the specifics of the underlying hardware. As an example, we describe how to use P4 to configure a switch to add a new hierarchical label

Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses

© 2015 Elsevier Ltd. Background: Medication errors are a global phenomenon. Each year Australia-wide there are up to 96,000 preventable medication errors and in the United States there are approximately 450,000 preventable medication errors. One of the leading causes of errors is interruption yet some interruptions are unavoidable. In the interest of patient safety, nurses need to not only understand the impact of interruptions, but also be empowered with the knowledge and skills required to develop effective interruption management strategies. Well-planned simulation experiences have the potential to expose students to authentic clinical cases, otherwise unavailable to them, building critical thinking and clinical reasoning skills and preparing them for practice. Aim: This paper describes a simulated role-play experience that was developed to enable undergraduate nurses to experience, reflect on and analyse their responses to interruptions during medication administration. Methods: The simulation design presented in this paper was underpinned by both nursing and educational theorists, in combination with established simulation frameworks. Setting and Participants: Embedded within a clinical subject in 2013, the simulation experience was run over two campuses within a large Australian University. Participants included 528 second year undergraduate nursing students and 8 academic teaching staff. Outcome Mapping: To stimulate reflective learning debriefing immediately followed the simulation experience. Written reflections were completed and submitted over the following 4 weeks to extend the reflective learning process and review the impact of the experience from the student perspective. Conclusions: Undergraduate student nurses often have limited experiential background from which to draw knowledge and develop sound clinical judgements. Through exposure to clinical experiences in a safe environment, simulation technologies have been shown to create positive learning experiences and improve deductive reasoning and analysis. The heightened awareness of interruptions and their impacts on the medication administration process, along with techniques to manage interruptions more effectively serves to better prepare nurses for practice

Rating and ranking the role of bibliometrics and webometrics in nursing and midwifery

Background. Bibliometrics are an essential aspect of measuring academic and organizational performance. Aim. This review seeks to describe methods for measuring bibliometrics, identify the strengths and limitations of methodologies, outline strategies for interpretation, summarise evaluation of nursing and midwifery performance, identify implications for metric of evaluation, and specify the implications for nursing and midwifery and implications of social networking for bibliometrics and measures of individual performance. Method. A review of electronic databases CINAHL, Medline, and Scopus was undertaken using search terms such as bibliometrics, nursing, and midwifery. The reference lists of retrieved articles and Internet sources and social media platforms were also examined. Results. A number of well-established, formal ways of assessment have been identified, including h- and c-indices. Changes in publication practices and the use of the Internet have challenged traditional metrics of influence. Moreover, measuring impact beyond citation metrics is an increasing focus, with social media representing newer ways of establishing performance and impact. Conclusions. Even though a number of measures exist, no single bibliometric measure is perfect. Therefore, multiple approaches to evaluation are recommended. However, bibliometric approaches should not be the only measures upon which academic and scholarly performance are evaluated. © 2014 Patricia M. Davidson et al

Pondering practice: Enhancing the art of reflection

© 2017 John Wiley & Sons Ltd Aims and objectives: The aim of this study was to describe the effect that immersive simulation experiences and guided reflection can have on the undergraduate nurses' understanding of how stressful environments impact their emotions, performance and ability to implement safe administration of medications. Background: Patient safety can be jeopardised if nurses are unsure of how to appropriately manage and respond to interruptions. Medication administration errors are a major patient safety issue and often occur as a consequence of ineffective interruption management. The skills associated with medication administration are most often taught to, and performed by, undergraduate nurses in a controlled environment. However, the clinical environment in which nurses are expected to administer medications is often highly stressed and nurses are frequently interrupted. Design/Methods: This study used role-play simulation and written reflections to facilitate deeper levels of student self-awareness. A qualitative approach was taken to explore students' understanding of the effects of interruptions on their ability to undertake safe medication administration. Convenience sampling of second-year undergraduate nursing students enrolled in a medical–surgical subject was used in this study. Data were obtained from 451:528 (85.42%) of those students and analysed using thematic analysis. Results: Students reported increasing consciousness and the importance of reflection for evaluating performance and gaining self-awareness. They described self-awareness, effective communication, compassion and empathy as significant factors in facilitating self-efficacy and improved patient care outcomes. Conclusions: Following a role-play simulation experience, student nurses reported new knowledge and skill acquisition related to patient safety, and new awareness of the need for empathetic and compassionate care during medication administration. Practicing medication administration in realistic settings adds to current strategies that aim to reduce medication errors by allowing students to reflect on and in practice and develop strategies to ensure patient safety. Relevance to clinical practice: Experiencing clinical scenarios within the safety of simulated environments, offers undergraduate student nurses an opportunity to reflect on practice to provide safer, more empathetic and compassionate care for patients in the future

Calm to chaos: Engaging undergraduate nursing students with the complex nature of interruptions during medication administration

© 2017 John Wiley & Sons Ltd Aims and Objectives: To describe undergraduate student nurse responses to a simulated role-play experience focussing on managing interruptions during medication administration. Background: Improving patient safety requires that we find creative and innovative methods of teaching medication administration to undergraduate nurses in real-world conditions. Nurses are responsible for the majority of medication administrations in health care. Incidents and errors associated with medications are a significant patient safety issue and often occur as a result of interruptions. Undergraduate nursing students are generally taught medication administration skills in a calm and uninterrupted simulated environment. However, in the clinical environment medication administration is challenged by multiple interruptions. Design/Methods: A qualitative study using convenience sampling was used to examine student perceptions of a simulated role-play experience. Data were collected from 451 of a possible 528 student written reflective responses and subject to thematic analysis. Results: Students reported an increased understanding of the impacts of interruptions while administering medications and an improved awareness of how to manage disruptions. This study reports on one of three emergent themes: “Calm to chaos: engaging with the complex nature of clinical practice.”. Conclusions: Interrupting medication administration in realistic and safe settings facilitates awareness, allows for students to begin to develop management strategies in relation to interruption and increases their confidence. Students were given the opportunity to consolidate and integrate prior and new knowledge and skills through this role-play simulation

Crater Morphometry and Scaling in Coarse, Rubble-Like Targets: Insights from Impact Experiments

Spacecraft images reveal that the asteroids Itokawa, Ryugu, and Bennu are covered with coarse, boulder-rich material [13]. Impactors that collide with these bodies encounter a target with extreme physical heterogeneity. Other bodies can also possess significant physical heterogeneity (e.g., megaregolith, layering, etc.). Such heterogeneities establish free surfaces and impedance contrasts that can affect shock propagation and attenuation. Therefore, such heterogeneities may also affect crater formation and excavation [4], melt generation [57] and crater scaling [4]. As described by [8,9], the extent to which target heterogeneity affects crater formation likely depends on how the length scale, d, of the heterogeneity (e.g., boulder size on a rubble-pile asteroid) compares to the width of the shock, w, generated by impact. Here we further test this hypothesis using impact experiments across a broad range of impact velocities and target grain sizes to systematically vary the ratio between the width of the shock and the diameter of target grains