How to effectively design and create a concept mobile application to aid in the management of type 1 diabetes in adolescents

Diabetes is one of the eight most prevalent chronic health conditions in the World; therefore there is a wide range of diabetes-related mobile applications available to the public to aid in glycaemic control and self-management. Statistically, adherence to medication is extremely low in adolescents with Type 1 Diabetes Mellitus (T1DM), therefore it is crucial that adolescents adhere to their medication from a young age and adopt good medication regimes. This paper focuses on the research and design of an interactive and educational concept mobile application aimed at adolescents, aged 11 to 16 years old, to aid in their understanding of T1DM. As visual elements are an essential part to the design of a mobile application, this research outlines how the visual components of the application were designed specifically for the target audience of adolescents with T1DM

Paternalism or Power? – Compulsory treatment under section 58 of the Mental Health Act 1983

R (on the application of B) v S and othersCourt of Appeal; Lord Phillips CJ, Thorpe LJ and Rix LJ; 26 January 2006[2006] EWCA Civ 2

Nursing Faculty\u27s Needs of Knowledge, Beliefs, and Readiness to Implement Interprofessional Education in their Teaching: An Exploratory Study

The drive towards interprofessional health education in nursing cannot be isolated from political and financial factors that affect Western countries and the demands for knowledge and skills required to face the health challenges of the 21st century. Complex social determinants of health relating to demographic aging, health inequities, higher prevalence of non-communicable illnesses, and the rise of health care costs constitute the forces that push for the delivery of interprofessional health education. Despite the growing literature on interprofessional education in nursing and health sciences, less attention has been devoted to studying the needs of faculty development needs of nurse educators. This study addresses this gap in knowledge regarding nursing faculty development perspective. The objectives of the study were to explore and understand nursing faculty members’ perceptions of knowledge, beliefs, barriers and needs related to interprofessional education. A descriptive exploratory quantitative design was used to study a sample of 53 faculty members at a Canadian institution of higher nursing education. With ethics approval, an online survey was administered to a sample of convenience across five geographical sites. The survey was conducted from August to September 2013 with a recall two weeks after sending the online invitation. Issues of anonymity and confidentiality were addressed. Twenty faculty members out of 53 participated in the survey for a response rate of 35%. The survey was composed of 68 items derived from validated and reliable instruments such as the National Competency Framework and the Interdisciplinary Education Perception Scale (IEPS). Descriptive and non-parametric statistical analyses were used to explore correlations between age, years of practice, the level of education, years of teaching, and knowledge and readiness for interprofessional health education. Results indicate participants’ willingness of implement interprofessional education within teaching activities, yet issues like time constraints, workload, lack of time, lack of knowledge and skills, and low self- esteem and confidence influence nurse educators’ readiness. Also, institutional support is the main factor to support the application of interprofessional health education activities. Despite the limitations related to the sample size, findings show that addressing faculty`s lack of knowledge and skills represent the steps to implement interprofessional education in higher education and health professionals programs. A successful and sustainable implementation of interprofessional education requires nurse administrators and educators to address the lack of knowledge and skills and support faculty members through evidence-based faculty development programs. Résumé L’impulsion vers la formation interprofessionnelle en sciences infirmières ne peut être isolée des facteurs politiques et financiers touchant les pays occidentaux ni des exigences en matière de connaissances et de compétences pour répondre aux défis de santé du XXIe siècle. Les déterminants sociaux complexes de la santé liés au vieillissement démographique, aux inégalités de santé, à l’augmentation de la prévalence des maladies non transmissibles et la hausse des coûts des soins de santé incitent à mettre en œuvre une formation interprofessionnelle en santé. Malgré un corps de connaissances de plus en plus vaste sur la formation interprofessionnelle en sciences infirmières et en sciences de la santé, peu d’attention a été portée à l’étude des besoins de développement des professeures en sciences infirmières. La présente étude, dont les objectifs étaient d’explorer et de comprendre les perceptions des membres du corps professoral en sciences infirmières quant aux connaissances, aux croyances, aux obstacles et aux besoins liés à la formation interprofessionnelle, vise à combler ce manque de connaissances quant à la perspective du corps professoral en sciences infirmières. Un devis descriptif, exploratoire et quantitatif a été utilisé pour analyser un échantillon de 53 membres du corps professoral dans un établissement d’enseignement supérieur canadien offrant la formation en sciences infirmières. Après avoir obtenu l’approbation éthique, un sondage en ligne a été effectué auprès d’un échantillon de convenance couvrant cinq lieux géographiques. Le sondage a été mené d’août à septembre 2013, avec une relance deux semaines après l’envoi de l’invitation en ligne. Les questions d’anonymat et de confidentialité ont été prises en compte. Vingt membres du corps professoral sur 53 ont participé au sondage, ce qui représente un taux de réponse de 35 %. Le sondage comprenait 68 énoncés provenant d’instruments validés et fiables tels que le cadre national de compétences et l’échelle de perception sur la formation interdisciplinaire (IEPS). Des analyses statistiques descriptives et non paramétriques ont été utilisées pour explorer les corrélations entre l’âge, les années de pratique, le niveau de formation, les années d’enseignement, ainsi que les connaissances et le sentiment de préparation quant à la formation interprofessionnelle en santé. Les résultats indiquent la volonté des participants d’intégrer la formation interprofessionnelle aux activités pédagogiques, mais des questions telles que les contraintes de temps, la charge de travail, les connaissances et compétences insuffisantes, le manque d’estime de soi et de confiance ont un effet sur le sentiment de préparation des infirmières enseignantes. De plus, le soutien institutionnel est le principal facteur nécessaire à la mise en œuvre d’activités de formation interprofessionnelle en santé. Malgré les limites liées à la taille de l’échantillon, les résultats montrent que remédier au manque de connaissances et de compétences du corps professoral constitue une étape nécessaire pour permettre l’intégration de la formation interprofessionnelle dans les programmes d’enseignement supérieur pour les professionnels de la santé. Une mise en œuvre réussie et durable de la formation interprofessionnelle exige que les administratrices des programmes de formation en sciences infirmières pallient au manque de connaissances et de compétences en soutenant les membres du corps professoral par l’entremise de programmes de développement fondés sur des données probantes

Investigation and comparison of multi-state and two-state atom laser output-couplers

We investigate the spatial structure and temporal dynamics created in a Bose-Einstein condensate (BEC) by radio-frequency (RF) atom laser output-couplers using a one-dimensional mean-field model. We compare the behavior of a `pure' two-state atom laser to the multi-level systems demonstrated in laboratories. In particular, we investigate the peak homogeneous output flux, classical fluctuations in the beam and the onset of a bound state which shuts down the atom laser output.Comment: 9 pages, 8 figure

“Tell me more about this…”: An examination of the efficacy of follow‐up open questions following an initial account

In information gathering interviews, follow-up questions are asked to clarify and extend initial witness accounts. Across two experiments, we examined the efficacy of open-ended questions following an account about a multi-perpetrator event. In Experiment 1, 50 mock witnesses used the timeline technique or a free recall format to provide an initial account. Although follow-up questions elicited new information (18–22% of the total output) across conditions, the response accuracy (60%) was significantly lower than that of the initial account (83%). In Experiment 2 (N = 60), half of the participants received pre-questioning instructions to monitor accuracy when responding to follow-up questions. New information was reported (21–22% of the total output) across conditions, but despite using pre-questioning instructions, response accuracy (75%) was again lower than the spontaneously reported information (87.5%). Follow-up open-ended questions prompt additional reporting; however, practitioners should be cautious to corroborate the accuracy of new reported details

Impact of the Algebra I End of Course Examination on African American Students Obtaining a Standard High School Diploma

The state of Florida requires all students complete Algebra I and pass the End of Course Examination (EOCE) to graduate with a standard high school diploma. Algebra I EOCE results indicate that many African American students do not pass the examination. This research sought to determine if there is a relationship between African American students’ failure to pass the Algebra I EOCE and graduate with a standard diploma. Four hypotheses, null and alternative were tested. Two ninth-grade cohorts, 2013-2014 and 2014-2015 comprised the sample. Data were analyzed using t test and one-way analyses of variance (ANOVA). Results indicate a significant relationship between African American students’ failure to pass the Algebra I EOCE and graduation with a standard high school diploma

Serial interferon-gamma release assay (IGRA) testing to monitor treatment responses in cases of feline mycobacteriosis

The interferon-gamma release assay (IGRA) is used to diagnose cases of feline mycobacteriosis, but the use of serial testing to monitor treatment responses has not been evaluated in this species. From a population of cats that underwent IGRA testing for diagnostic investigation, individuals were identified with a pre- and end-of-treatment IGRA that passed control thresholds. The number of cats which reverted to negative at the end-of-treatment IGRA, changes in paired antigen-specific optical density (OD) values and differences in the pre-treatment antigen-specific OD values for those which underwent reversion were compared. Factors to explain reversion or recurrence of disease post-treatment were explored. Four of 18 cats (22%) reverted to negativity at the point of clinical resolution (p = 0.33), there was no difference in paired antigen-specific OD values (p ≥ 0.12), and cats that reverted did not have a lower baseline OD value (p = 0.63). No statistically significant factors were identified to predict reversion (p ≥ 0.08). Remaining positive at the end of treatment IGRA was not associated with recurrence of disease post-treatment (p = 0.34). Overall, these data suggest there is limited value in the use of the IGRA to monitor treatment responses in cats