The level of provision of specialist palliative care services in Scotland: an international benchmarking study

Objectives: Comparative benchmarking of specialist palliative care (SPC) services across jurisdictions can be used to assess the adequacy of provision. Published in 2016, the Scottish Atlas of Palliative Care unlocks the possibility of benchmarking Scotland’s provision against other European Union (EU) countries. Our objectives were to describe the provision of SPC services in Scotland and compare this with other EU countries, assessing coverage against European norms. Methods: We conducted a secondary analysis of data collected as part for the Scottish Atlas by structured telephone (n=33) or online (n=3) survey with informants from 14 territorial health boards and 15 hospices who provided information about SPC services in their locality. National-level Scottish data were compared with data from other EU countries allowing ranking for each service type and service coverage as calculated against European Association for Palliative Care norms. Results: Scotland had a total of 23 SPC inpatient units containing 349 beds, 27 SPC hospital support teams and 38 SPC home care teams. Relative to other EU countries, Scotland ranked seventh for provision of SPC inpatient units and hospital support teams, and fifth for home care teams. Coverage for these services was 85%, 100% and 72%, respectively. Conclusion: Scotland is positioned among the top 10 EU countries for the level of provision of SPC services. National policy in Scotland has focused on the delivery of palliative care at home or in a homely setting. These data support a focus on developing services in community settings to meet Scotland’s policy ambitions

'Learning together': Sharing international experience on new models of primary care

No abstract available

What Postgraduates Appreciate in Online Tutor Feedback on Academic Writing

Improving postgraduate student writing in English is an ongoing concern in the increasingly internationalised UK Higher Education context. Although the importance of feedback for developing academic writing skills is well-established (Hyland and Hyland 2006), there is still much debate about the components of effective feedback. In response to the call for research investigating teachers’ real-world practices in giving feedback in specific contexts (Lee 2014 and 2012), this article presents an initiative to develop students’ abilities to tackle written postgraduate writing (essays and dissertations) through collaborative on-line academic writing courses. The Grounded Theory-inspired study explores student perceptions of the effectiveness of online formative feedback on postgraduate academic writing in order to identify best practices which can contribute to developing skills in providing feedback. The study analyses tutor feedback on student texts and student responses to feedback. We applied categories which emerged from this data and concluded that the students we investigated had responded most positively when a combination of confidence-developing feedback practices were employed. These included both principled corrective language feedback and positive, personalised feedback on academic conventions and practices. This collaboration between academic writing and content specialists continues to provide further opportunities for embedding practices that encourage the development of academic writing skills on one year postgraduate programmes at the University of Edinburgh.

Indigenous Knowledge in Post-secondary Educators' Practices: Nourishing the Learning Spirit

From 2006 to 2009, Indigenous Elders and scholars shared their insights in the Comprehending and Nourishing the Learning Spirit Animation Theme Bundle of the Aboriginal Learning Knowledge Centre (ABLKC). The ABLKC was an applied research, knowledge exchange, and monitoring program with a mandate to advance Aboriginal education in Canada. One of the six bundles, Nourishing the Learning Spirit, was led by Mi’kmaw education scholar and Academic Director of the Aboriginal Education Research Centre at the University of Saskatchewan, Dr. Marie Battiste. In this paper, the authors discuss how they applied knowledge gained in the Nourishing the Learning Spirit Animation Theme Bundle to their post-secondary classroom practice. The authors argue that teachers are better able to nourish the learning spirit of students when they understand themselves as lifelong learners, validate and learn from their students, and use holistic teaching pedagogies.  De 2006 à 2009, les aînés autochtones et les pédagogues ont partagé leur compréhension de l’esprit de l’apprentissage dans un ensemble de trousses d’animation (Comprehending and Nourishing the Learning Spirit Animation Theme Bundle). L’une des six trousses, Nourishing the Learning Spirit, a été chapeautée par la directrice de l’Aboriginal Education Research Centre (ABLKC) à l’Université de la Saskatchewan, Dre Marie Battiste, chercheure en éducation d’origine micmaque (mi’ kmaq). L’ABLKC était un programme de recherche appliquée, d’échange d’idées et de contrôle, ayant un mandat de reportage visant l’avancement de l’éducation autochtone au Canada. Dans le présent document, les chercheurs discutent des connaissances acquises au cours de l’implantation de la trousse Nourishing the Learning Spirit dans leur salle de classe postsecondaire. Ils affirment que les professeurs peuvent nourrir l’esprit d’apprentissage de leurs élèves quand ils se voient eux-mêmes comme apprenants perpétuels, valorisent et apprennent de leurs élèves, et utilisent des pédagogies d’enseignement holistiques

How long do mood induction procedure (MIP) primes really last? Implications for cognitive vulnerability research.

BACKGROUND: Mood Induction Procedures (MIPs) are used widely in research on cognitive vulnerability to depression. Although empirical evidence supports certain MIPs as effective, little research has evaluated whether MIP-induced sad moods are sufficiently persistent. This study aimed to determine (1) how long an MIP-induced mood lasts according to commonly used operational definitions and (2) whether these findings vary according to the type of MIP used. METHODS: Four-hundred-and-one undergraduate students were randomly assigned to one of three commonly used sad MIPs (music, memory, music+memory) or to one of three matched neutral MIPs. Mood was repeatedly measured immediately prior to and following the MIP. RESULTS: Results did not support the widely held belief that commonly used MIPs induce a sufficient and persistent sad mood. The memory-related MIPs induced the most persistent sad mood. Based on the majority of operational definitions, however, induced mood effects did not last longer than 4 min, regardless of MIP type. LIMITATIONS: Future studies should examine additional factors that may have affected the trajectories observed in the current study (e.g., task completed in between mood measurements) and in vulnerable (e.g., past-depressed) populations. CONCLUSIONS: This study constitutes an important first step in validating the use of MIPs in cognitive vulnerability research and provides researchers with important information on future study designs. More important, the study raises doubt about the validity of various conclusions drawn from some MIP studies and calls into question the theoretical conceptualizations of depression that are based on potentially biased results and a possibly incomplete literature

Graphical surface-vegetation-atmosphere transfer (SVAT) model as a pedagogical and research tool

This paper considers, by example, the use of a Surface-Atmosphere-Vegetation-Transfer (SVAT), Atmospheric Boundary Layer (ABL) model designed as a pedagogical tool. The goal of the computer software and the approach is to improve the efficiency and effectiveness of communicating often complex and mathematical based disciplines (e.g., micrometeorology, land surface processes) to the non-specialist interested in studying problems involving interactions between vegetation and the atmosphere and, in the nature of interactions rather than a description of the components. Topics are addressed within a Socratic framework using a scenario system based approach: As an example of this, the interactions between a vegetation canopy and a carbon dioxide rich (2 times ambient CO2) atmosphere, are presented. This will illustrate obvious to the student or, would be to complicated to be insightful. This type of approach is another careful, critical way of thinking fostered by interactions with a computer model. The student instead of taking things apart, is looking at them as wholes and is encouraged to make new and important distinctions

Simulating the Storm Environment Responsible for Nepal\u27s First Observed Tornado

A high-resolution numerical forecast model was used to simulate the meteorological conditions leading up to the March 31st, 2019 severe weather event that produced Nepal\u27s first-ever observed tornado. The sparse meteorologic observations in the region capturing the storm environment limit the ability to anticipate another similar situation should the particular set of conditions present themselves again. This study presents a multifaced view of the storm environment through 1) a synoptic perspective provided by the Global Data Assimilation System (GDAS) reanalysis dataset and 2) a trio of progressively higher resolution one-way nested simulations (12 km–4km–1km) driven by GDAS boundary conditions to more closely examine the storm-scale environment. GDAS data and numerical simulations revealed moderately strong instability throughout the region with CAPE values between 1000 and 2000 J kg−1 K−1 and lifted index values between −4 and −7. Vertical wind profiles featuring little directional shear and moderate velocity shear yielded shear-based convective indices that suggested slight potential for rotating supercell thunderstorms. Within this environment, the 1-km simulation produced strong, rotating convection in nearly the same location and at nearly the same time as the observed tornadic storm. Lastly, an assessment of the limited number of observed historical tornadic events in the region showed that with amply convective available potential energy, the 2019 Nepal tornado environment stood out for the limited vertical directional wind shear present

What can a mean-field model tell us about the dynamics of the cortex?

In this chapter we examine the dynamical behavior of a spatially homogeneous two-dimensional model of the cortex that incorporates membrane potential, synaptic flux rates and long- and short-range synaptic input, in two spatial dimensions, using parameter sets broadly realistic of humans and rats. When synaptic dynamics are included, the steady states may not be stable. The bifurcation structure for the spatially symmetric case is explored, identifying the positions of saddle–node and sub- and supercritical Hopf instabilities. We go beyond consideration of small-amplitude perturbations to look at nonlinear dynamics. Spatially-symmetric (breathing mode) limit cycles are described, as well as the response to spatially-localized impulses. When close to Hopf and saddle–node bifurcations, such impulses can cause traveling waves with similarities to the slow oscillation of slow-wave sleep. Spiral waves can also be induced. We compare model dynamics with the known behavior of the cortex during natural and anesthetic-induced sleep, commenting on the physiological significance of the limit cycles and impulse responses

Pit structures from Selminum Tem Cave, Western Province, Papua New Guinea

The purpose of this article is to describe two man-made pits which are located within a limestone cave in the Hindenburg Ranges of Papua. A preliminary discussion of their possible functions follows. The structures described were noted during a study of cave sedimentation in montane Papua New Guinea