Spitzer Imaging of Herschel-ATLAS Gravitationally Lensed Submillimeter Sources

We present physical properties of two submillimeter selected gravitationally lensed sources, identified in the Herschel Astrophysical Terahertz Large Area Survey. These submillimeter galaxies (SMGs) have flux densities >100 mJy at 500 μm, but are not visible in existing optical imaging. We fit light profiles to each component of the lensing systems in Spitzer IRAC 3.6 and 4.5 μm data and successfully disentangle the foreground lens from the background source in each case, providing important constraints on the spectral energy distributions (SEDs) of the background SMG at rest-frame optical–near-infrared wavelengths. The SED fits show that these two SMGs have high dust obscuration with A_V ~ 4–5 and star formation rates of ~100M_⊙ yr^(−1). They have low gas fractions and low dynamical masses compared with 850 μm selected galaxies

Enhancing students’ learning through simulation: dealing with diverse, large cohorts

As the field of health care simulation matures, new questions about appropriate pedagogy are emerging which present challenges to research and practices. This has implications for how we investigate and deliver effective simulations, how we conceive effectiveness, and how we make decisions about investment in simulation infrastructure. In this article, we explore two linked challenges that speak to these wider concerns: student diversity and large cohorts. We frame these within contemporary simulation practices and offer recommendations for research and practice that will account for students' varying cultural expectations about learning and clinical practice in the Australian context

Interprofessional learning at work: What spatial theory can tell us about workplace learning in an acute care ward

It is widely recognized that every workplace potentially provides a rich source of learning. Studies focusing on health care contexts have shown that social interaction within and between professions is crucial in enabling professionals to learn through work, address problems and cope with challenges of clinical practice. While hospital environments are beginning to be understood in spatial terms, the links between space and interprofessional learning at work have not been explored. This paper draws on Lefebvre's tri-partite theoretical framework of perceived, conceived and lived space to enrich understandings of interprofessional learning on an acute care ward in an Australian teaching hospital. Qualitative analysis was undertaken using data from observations of Registered Nurses at work and semi-structured interviews linked to observed events. The paper focuses on a ward round, the medical workroom and the Registrar's room, comparing and contrasting the intended (conceived), practiced (perceived) and pedagogically experienced (lived) spatial dimensions. The paper concludes that spatial theory has much to offer understandings of interprofessional learning in work, and the features of work environments and daily practices that produce spaces that enable or constrain learning. © 2014 Informa UK Ltd

No One In The World Like You : Song

https://digitalcommons.library.umaine.edu/mmb-vp/5791/thumbnail.jp

Experiences of diagnosis, stigma, culpability, and disclosure in male patients with hepatitis C virus: an interpretative phenomenological analysis

The current study aimed to explore the lived experience of patients with hepatitis C virus infection. Semi-structured interviews were conducted with seven male participants living with hepatitis C virus and were analysed using interpretative phenomenological analysis. Two master themes were identified: (1) diagnosis and the search for meaning and (2) impact of stigma on disclosure. Participants reported fears of contaminating others, feelings of stigma and concerns of disclosing the condition to others. Response to diagnosis, stigma and disclosure among the participants appeared to be interrelated and directly related to locus of blame for virus contraction. More specifically, hepatitis C virus transmission via medical routes led to an externalisation of culpability and an openness to disclosure. Transmission of hepatitis C virus as a direct result of intravenous drug use led to internalised blame and a fear of disclosure. The inter- and intra-personal consequences of hepatitis C virus explored in the current study have potential implications for tailoring future psychological therapy and psychoeducation to the specific needs of the hepatitis C virus population

Leading and Managing the 21st Century Research University: Creating, Implementing, and Sustaining Strategic Change

Universities are competing in an environment in which only the most adaptable to sustainable change will prosper. In order to evolve in this challenging time, universities must embrace strategies for transformational change. This paper reviews two case studies that illustrate the universal applicability of theories of Change Science for achieving sustainable change in stressful times of prosperity and austerity. Understanding the phases of the Change Process that include Creating Vision, Implementing Vision, and Sustaining Vision can promote sustainable change directly related to the culture and mission of the institution