You Only Live Twice: Midlife as a Creative Transition Into Our \u27Second Act\u27

Our rising life expectancy mandates a re-design of our life span and redefines ‘midlife’ both technically and conceptually. Lagging behind other life stages in its scientific study, midlife is often connoted with a ‘crisis’ of sorts. Yet historically, midlife represented an apex in life; moreover, conclusive ‘crisis’ evidence has yet to emerge. Some manage to thrive in midlife by maintaining an attitude rooted in The Good Life, a concept tracing back to Aristotelian ethics. Positive psychology, the science of what makes life worth living, has studied The Good Life in modern times and contributed to understanding midlife in well-being terms. Together with neuroscience, positive psychology can help dispel myths regarding midlife, reframing it from the onset of decline into a creative transition for our ‘second act’ based on an enhanced sense of authorship. This self-creation process involves three key well-being themes: revision, prospection, and individuation. Reviewing these themes and ‘layering’ them with different well-being perspectives relevant to midlife, we may achieve meaningful positive psychological constructs and activities (and eventually, interventions) in three areas: positive narrative identity, serious play, and self-regulation. Of these, serious play, which unlocks the tacit knowledge our bodies disseminate in a state of play, seems especially key to enhancing authorship. One serious play application, LEGO Serious Play, which aims to build identities trough metaphors, seems especially promising for enhancing well-being at midlife in positive psychology workshops

Using Positive Psychology to Bolster Student Success at GateWay Community College

Supported by a situational analysis and review of positive psychological literature, this paper outlines an application plan to support GateWay Community College’s ‘experiential learning with a purpose\u27 vision which focuses on infusing meaning into students’ career development and learning. This vision was articulated by Kerry Sanderson, Director of Career Services, and Jessica Brosilo, Service Learning Center Coordinator, in the form of three guiding principles for our work: 1) accessing large student populations, 2) developing students\u27 personal meaning and understanding of purpose through career goals, and 3) cultivating a broader view of success beyond career goals. Future-mindedness and self-efficacy emerged as key pillars in an integrative system for building meaning, along with the importance of persistence which surfaced through our discussions with Sanderson and Brosilo and our review of the Maricopa County Community College District and GateWay Community College’s joint strategic direction on student support goals. Our application plan rests on these three pillars: future-mindedness, self-efficacy, and meaning – with persistence running as a key thread throughout. The plan resides on three key processes: 1) administering a foundational, future-oriented writing exercise for incoming students that also cultivates foundations for self-efficacy and goal setting; 2) administering a growth mindset, belonging and self-efficacy intervention focused on messaging and environmental for incoming students, and 3) ongoing programming for students that supports purpose and meaning as well as student persistence

In vivo cross-linking of the SecA and SecY subunits of the Escherichia coli preprotein translocase

Precursor protein translocation across the Escherichia coli inner membrane is mediated by the translocase, which is composed of a heterotrimeric integral membrane protein complex with SecY, SecE, and SecG as subunits and peripherally bound SecA. Cross-linking experiments were conducted to study which proteins are associated with SecA in vivo. Formaldehyde treatment of intact cells results in the specific cross-linking of SecA to SecY, Concurrently with the increased membrane association of SecA, an elevated amount of cross-linked product was obtained in cells harboring overproduced SecYEG complex. Cross-linked SecA copurified with hexahistidine-tagged SecY and not with SecE, The data indicate that SecA and SecY coexist as a stable complex in the cytoplasmic membrane in vivo.</p

From aggregation to interpretation:how assessors judge complex data in a competency-based portfolio

While portfolios are increasingly used to assess competence, the validity of such portfolio-based assessments has hitherto remained unconfirmed. The purpose of the present research is therefore to further our understanding of how assessors form judgments when interpreting the complex data included in a competency-based portfolio. Eighteen assessors appraised one of three competency-based mock portfolios while thinking aloud, before taking part in semi-structured interviews. A thematic analysis of the think-aloud protocols and interviews revealed that assessors reached judgments through a 3-phase cyclical cognitive process of acquiring, organizing, and integrating evidence. Upon conclusion of the first cycle, assessors reviewed the remaining portfolio evidence to look for confirming or disconfirming evidence. Assessors were inclined to stick to their initial judgments even when confronted with seemingly disconfirming evidence. Although assessors reached similar final (pass-fail) judgments of students' professional competence, they differed in their information-processing approaches and the reasoning behind their judgments. Differences sprung from assessors' divergent assessment beliefs, performance theories, and inferences about the student. Assessment beliefs refer to assessors' opinions about what kind of evidence gives the most valuable and trustworthy information about the student's competence, whereas assessors' performance theories concern their conceptualizations of what constitutes professional competence and competent performance. Even when using the same pieces of information, assessors furthermore differed with respect to inferences about the student as a person as well as a (future) professional. Our findings support the notion that assessors' reasoning in judgment and decision-making varies and is guided by their mental models of performance assessment, potentially impacting feedback and the credibility of decisions. Our findings also lend further credence to the assertion that portfolios should be judged by multiple assessors who should, moreover, thoroughly substantiate their judgments. Finally, it is suggested that portfolios be designed in such a way that they facilitate the selection of and navigation through the portfolio evidence

Initiation of student participation in practice:An audio diary study of international clinical placements

Background: Differences in professional practice might hinder initiation of student participation during international placements, and thereby limit workplace learning. This study explores how healthcare students overcome differences in professional practice during initiation of international placements. Methods: Twelve first-year physiotherapy students recorded individual audio diaries during the first month of international clinical placement. Recordings were transcribed, anonymized, and analyzed following a template analysis approach. Team discussions focused on thematic interpretation of results. Results: Students described tackling differences in professional practice via ongoing negotiations of practice between them, local professionals, and peers. Three themes were identified as the focus of students’ orientation and adjustment efforts: professional practice, educational context, and individual approaches to learning. Healthcare students’ initiation during international placements involved a cyclical process of orientation and adjustment, supported by active participation, professional dialogue, and self-regulated learning strategies. Conclusions: Initiation of student participation during international placements can be supported by establishing a continuous dialogue between student and healthcare professionals. This dialogue helps align mutual expectations regarding scope of practice, and increase understanding of professional and educational practices. Better understanding, in turn, creates trust and favors meaningful students’ contribution to practice and patient care

Implementation of an automated early warning scoring system in a surgical ward:practical use and effects on patient outcomes

Introduction Early warning scores (EWS) are being increasingly embedded in hospitals over the world due to their promise to reduce adverse events and improve the outcomes of clinical patients. The aim of this study was to evaluate the clinical use of an automated modified EWS (MEWS) for patients after surgery. Methods This study conducted retrospective before-and-after comparative analysis of non-automated and automated MEWS for patients admitted to the surgical high-dependency unit in a tertiary hospital. Operational outcomes included number of recorded assessments of the individual MEWS elements, number of complete MEWS assessments, as well as adherence rate to related protocols. Clinical outcomes included hospital length of stay, in-hospital and 28-day mortality, and ICU readmission rate. Results Recordings in the electronic medical record from the control period contained 7929 assessments of MEWS elements and were performed in 320 patients. Recordings from the intervention period contained 8781 assessments of MEWS elements in 273 patients, of which 3418 were performed with the automated EWS system. During the control period, 199 (2.5%) complete MEWS were recorded versus 3991 (45.5%) during intervention period. With the automated MEWS systems, the percentage of missing assessments and the time until the next assessment for patients with a MEWS of 2 decreased significantly. The protocol adherence improved from 1.1% during the control period to 25.4% when the automated MEWS system was involved. There were no significant differences in clinical outcomes. Conclusion Implementation of an automated EWS system on a surgical high dependency unit improves the number of complete MEWS assessments, registered vital signs, and adherence to the EWS hospital protocol. However, this positive effect did not translate into a significant decrease in mortality, hospital length of stay, or ICU readmissions. Future research and development on automated EWS systems should focus on data management and technology interoperability.</p

Space hierarchy theorem revised

AbstractWe show that, for an arbitrary function h(n) and each recursive function ℓ(n), that are separated by a nondeterministically fully space constructible g(n), such that h(n)∈Ω(g(n)) but ℓ(n)∉Ω(g(n)), there exists a unary language L in NSPACE(h(n)) that is not contained in NSPACE(ℓ(n)). The same holds for the deterministic case.The main contribution to the well-known Space Hierarchy Theorem is that (i) the language L separating the two space classes is unary (tally), (ii) the hierarchy is independent of whether h(n) or ℓ(n) are in Ω(logn) or in o(logn), (iii) the functions h(n) or ℓ(n) themselves need not be space constructible nor monotone increasing, (iv) the hierarchy is established both for strong and weak space complexity classes. This allows us to present unary languages in such complexity classes as, for example, NSPACE(loglogn·log∗n)⧹NSPACE(loglogn), using a plain diagonalization