Jane Marie Dawson in a Senior Recital

This is the program for the senior voice recital of mezzo-soprano Jane Marie Dawson. Pianist Melanie Cicero assisted the performance. The recital took place on March 12, 1992, in the Mabee Fine Arts Center Recital Hall

The perceptions and experiences of pre-registration nursing students with dyslexia of the Objective Structured Clinical Examination

N/AThis thesis examines the perceptions and experiences of pre-registration nursing students with dyslexia in one university in relation to one specific assessment: the Objective Structured Clinical Examination (OSCE). In September 2013, all United Kingdom pre-registration nursing training moved to degree level university programmes. Universities must also ensure that all nursing students meet the fitness to practise criteria laid down by the Nursing and Midwifery Council (NMC, 2015). Current national higher education policy aims to widen participation; this includes those with disabilities. Statistics show that 10% of students attending university in England have a declared disability, the main one being dyslexia. The study university has its own widening participation policy, with 19% of its children’s nursing students currently registered as having dyslexia. The Nursing and Midwifery Council (2010) states that all pre-registration nursing programmes should contain a variety of assessment strategies, to ensure students meet the academic and clinical standards required by the professional nursing and midwifery register. One of the final assessments at the study university, as with many other medical and nursing degrees, is the Objective Structured Clinical Examination, a method of assessment that requires students to perform clinical assessments and answer questions within standardised conditions, within a set time limit. This study aims to explore the ways in which nursing students with dyslexia perceive and experience the OSCE as an assessment method, and to draw conclusions on ways to develop it further. Using a two-phase mixed methods approach, a purposive sample of 24 nursing students in year 3 of their course, was approached to participate in an online questionnaire, with 12 responding. Six students participated further in object elicitation interviews, which were analysed using a ‘Framework’ method. The findings highlight the unique OSCE journeys of study participants, the impact of dyslexia on the individual and the OSCE assessment process. The thesis offers discussion and recommendations around the OSCE as an ‘inclusive’ teaching and assessment method, considering how the design of curricula and assessments assists in recognising students’ individualism and in reducing potential issues. It is the first study to consider the OSCE with regard to such students and offers an opening for future studies focussing on learning difficulties and OSCE assessments within nursing.N/

'Satan's bludy clawses':How religious persecution, exile and radicalization moulded British Protestant identities

This paper explores the social effects of pornography as they are portrayed in the tv series Damages. The key words that are analyzed – pleasure, guilt, screen, society, habit, masturbation – create an indirect but strong relationship between the lonely practice and the everyday forms of life. This conceptual constellation – that arises from the interpretation of the first season of the series, “The Frobisher case” – composes an organic pattern and provide a problematic image of the pornographic matter.

The early career op Christopher Goodman and his place in the development of English protestant thought

The career and thought of Christopher Goodman provides the backbone of this thesis. They are used to demonstrate the interaction between men and ideas in England during the middle years of the sixteenth century and so give a clearer picture of the development of English protestant thought. The study has set out to discover three things about Goodman and his book 'How Superior Powers Oght to be Obeyd(^1). The first is to explain his intention in writing the book; the second to describe its content] and the third to understand its impact in 1558.As a study of Goodman's book cannot be divorced from the study of its author, the biographical details of Goodman's life to I558 are investigated. They help to give the fullest possible picture of his intentions in writing the book. Detailed consideration Is given to his experiences in Edwardian Oxford at Brasenose College and Christ church and to his exile in Germany and Switzerland during the reign of Mary. To give an accurate description of the content and impact of Goodman's book it is necessary to establish its ideological context. This involves documenting the personnel, activities and ideas of the Christ Church Circle and of the Marian exiles, particularly those who comprised the English exile community in Geneva. Only if such a picture is pieced together is it possible to distinguish between the unusual and the commonplace in Goodman's thinking, and appreciate the revolutionary nature of his concept of a covenanted society, the people of God

Editorial

Welcome to Volume Five of the Journal of Peer Learning. The journal has now published 24 articles, which have been downloaded more than 14,000 times. This volume marks a significant period for the journal with planning by the Editorial team to ensure sustainability of the journal and ongoing quality in the sharing of research in peer learning. Since publication of Volume 4 we have appointed an Editorial Board to provide oversight and guidance to the editorial team in the strategic direction of the journal. The Editorial Board members are: Associate Professor David Arendale, University of Minnesota Professor Jennifer Keup, University of South Carolina Professor Sally Kift, James Cook University Professor Rod O\u27Donnell, University of Technology, Sydney Professor Keith Topping, Dundee University Further, the Journal’s Editor and co-founder, Dr Phillip Dawson and Associate Editor, Ms Sanchia Draper will be moving out of their day to day roles into positions on the Editorial Board, As the incoming Editor, Dr Jane Skalicky would particularly like to thank them for their commitment to the reputation of the Journal of Peer Learning and their underlying passion for ensuring that the work of peer learning practitioners and researchers has a scholarly place for sharing of this work. In this volume we have three articles that share the outcomes of the integration of technologies with peer learning environments: the use of Table PCs in Devey, Hicks, Gunaratnam and Pan; asynchronous peer assistance in a nursing program, in Melrose and Swettenham; and the piloting of an online PASS program in Beaumont, Mannion and Shen. The article by Melrose and Swettenham also sees the introduction of our Notes section, which publishes brief high-quality non-peer-reviewed articles. Also in this volume are two applications of the Supplemental Instruction/PASS model to the disciplines of Engineering (Malm, Bryngfors and Mörner) and Physiotherapy (Sole, Bennett, Jaques, Rippon, Rose and van der Meer). The final two articles apply qualitative methods: to the study of self efficacy (McPhail, Despotovic and Fisher) and to students’ experience of collaboration in a Master of Science research project (Hebron and Morris). The publication of this volume sees the journal with a healthy pipeline of articles to come in the future and we invite authors to submit articles at any time for consideration for future volumes, EDITORIAL TEAM Dr Jane Skalicky, University of Tasmania Dr Phillip Dawson, Monash University Associate Editors Dr. Elizabeth Beckmann, Australian National University Sanchia Draper, The University of Melbourne Janine Chipperfield, Griffith University Dr. Chad Habel, University of Adelaide Dr. Henk Huijser, Batchelor Institute of Indigenous Tertiary Education Sally Rogan (Editorial Advisor), University of Wollongon