Student teamwork: developing virtual support for team projects

In the 21st century team working increasingly requires online cooperative skills as well as more traditional skills associated with face to face team working. Virtual team working differs from face to face team working in a number of respects, such as interpreting the alternatives to visual cues, adapting to synchronous communication, developing trust and cohesion and cultural interpretations. However, co-located student teams working within higher education can only simulate team working as it might be experienced in organisations today. For example, students can learn from their mistakes in a non-threatening environment, colleagues tend to be established friends and assessing teamwork encourages behaviour such as “free-riding”. Using a prototyping approach, which involves students and tutors, a system has been designed to support learners engaged in team working. This system helps students to achieve to their full potential and appreciate issues surrounding virtual teamwork. The Guardian Agent system enables teams to allocate project tasks and agree ground rules for the team according to individuals’ preferences. Results from four cycles of its use are presented, together with modifications arising from iterations of testing. The results show that students find the system useful in preparing for team working, and have encouraged further development of the system

Plus One: Managing the relationship

Plus One: HIV sero-discordant relationships among black African people in England (NAHIP) Duration: September 2010 - November 2011 Plus One involved in-depth, face-to-face interviews with black African people living in England who were in relationships where one person had diagnosed HIV and the other did not (ie. HIV serodiscordant)

Plus One: External Influences

Plus One: HIV sero-discordant relationships among black African people in England (NAHIP) Duration: September 2010 - November 2011 Plus One involved in-depth, face-to-face interviews with black African people living in England who were in relationships where one person had diagnosed HIV and the other did not (ie. HIV serodiscordant). Catherine Dodds, Peter , Annabel , Edith , John , Lawrence , Pamela , Kathie & Gary

Plus One: Sex and risk

Plus One: HIV sero-discordant relationships among black African people in England (NAHIP) Duration: September 2010 - November 2011 Plus One involved in-depth, face-to-face interviews with black African people living in England who were in relationships where one person had diagnosed HIV and the other did not (ie. HIV serodiscordant)

Models of the SL9 Impacts II. Radiative-hydrodynamic Modeling of the Plume Splashback

We model the plume "splashback" phase of the SL9 collisions with Jupiter using the ZEUS-3D hydrodynamic code. We modified the Zeus code to include gray radiative transport, and we present validation tests. We couple the infalling mass and momentum fluxes of SL9 plume material (from paper I) to a jovian atmospheric model. A strong and complex shock structure results. The modeled shock temperatures agree well with observations, and the structure and evolution of the modeled shocks account for the appearance of high excitation molecular line emission after the peak of the continuum light curve. The splashback region cools by radial expansion as well as by radiation. The morphology of our synthetic continuum light curves agree with observations over a broad wavelength range (0.9 to 12 microns). A feature of our ballistic plume is a shell of mass at the highest velocities, which we term the "vanguard". Portions of the vanguard ejected on shallow trajectories produce a lateral shock front, whose initial expansion accounts for the "third precursors" seen in the 2-micron light curves of the larger impacts, and for hot methane emission at early times. Continued propagation of this lateral shock approximately reproduces the radii, propagation speed, and centroid positions of the large rings observed at 3-4 microns by McGregor et al. The portion of the vanguard ejected closer to the vertical falls back with high z-component velocities just after maximum light, producing CO emission and the "flare" seen at 0.9 microns. The model also produces secondary maxima ("bounces") whose amplitudes and periods are in agreement with observations.Comment: 13 pages, 9 figures (figs 3 and 4 in color), accepted for Ap.J. latex, version including full figures at: http://oobleck.tn.cornell.edu/jh/ast/papers/slplume2-20.ps.g

Impact of Scottish vocational qualifications on residential child care : have they fulfilled the promise?

This article will present findings from a doctoral study exploring the impact of 'SVQ Care: Promoting Independence (level III)' within children's homes. The study focuses on the extent to which SVQs enhance practice and their function within a 'learning society'. A total of 30 staff were selected from seven children's homes in two different local authority social work departments in Scotland. Each member of staff was interviewed on four separate occasions over a period of 9 months. Interviews were structured using a combination of repertory grids and questions. Particular focus was given to the assessment process, the extent to which SVQs enhance practice and the learning experiences of staff. The findings suggest that there are considerable deficiencies both in terms of the SVQ format and the way in which children's homes are structured for the assessment of competence. Rather than address the history of failure within residential care, it appears that SVQs have enabled the status quo to be maintained whilst creating an 'illusion' of change within a learning society

Plus One: Executive Summary

Plus One: HIV sero-discordant relationships among black African people in England (NAHIP) Duration: September 2010 - November 2011 Plus One involved in-depth, face-to-face interviews with black African people living in England who were in relationships where one person had diagnosed HIV and the other did not (ie. HIV serodiscordant)

Assessment of a novel, capsid-modified adenovirus with an improved vascular gene transfer profile

<p>Background: Cardiovascular disorders, including coronary artery bypass graft failure and in-stent restenosis remain significant opportunities for the advancement of novel therapeutics that target neointimal hyperplasia, a characteristic of both pathologies. Gene therapy may provide a successful approach to improve the clinical outcome of these conditions, but would benefit from the development of more efficient vectors for vascular gene delivery. The aim of this study was to assess whether a novel genetically engineered Adenovirus could be utilised to produce enhanced levels of vascular gene expression.</p> <p>Methods: Vascular transduction capacity was assessed in primary human saphenous vein smooth muscle and endothelial cells using vectors expressing the LacZ reporter gene. The therapeutic capacity of the vectors was compared by measuring smooth muscle cell metabolic activity and migration following infection with vectors that over-express the candidate therapeutic gene tissue inhibitor of matrix metalloproteinase-3 (TIMP-3).</p> <p>Results: Compared to Adenovirus serotype 5 (Ad5), the novel vector Ad5T*F35++ demonstrated improved binding and transduction of human vascular cells. Ad5T*F35++ mediated expression of TIMP-3 reduced smooth muscle cell metabolic activity and migration in vitro. We also demonstrated that in human serum samples pre-existing neutralising antibodies to Ad5T*F35++ were less prevalent than Ad5 neutralising antibodies.</p> <p>Conclusions: We have developed a novel vector with improved vascular transduction and improved resistance to human serum neutralisation. This may provide a novel vector platform for human vascular gene transfer.</p&gt

An exploration of mental health, stress and well-being concerns among health students undertaking rural placements in Australia during the early stages of the COVID-19 pandemic

Introduction: The emergence of COVID-19 in 2020 led to an increase in stressors for students on rural placements, but little is known about how this impacted their mental health and well-being. Objective: To explore self-reported mental health, stress and well-being concerns among allied health, nursing and medical students who completed a scheduled University Department of Rural Health (UDRH)-faciliated rural placement in Australia between February and October 2020 (n = 1066). Design: Cross-sectional design involving an online survey measuring mental health, stress and well-being concerns. The survey was distributed via email by the 16 UDRHs across Australia. Findings: A total of 42.9%, 63.8% and 41.1% of survey respondents reported concerns about their mental health, levels of stress and well-being, respectively, during the early stages of the pandemic. Multiple logistic regression models found clinical training, course progression and financial concerns were predictive of negative mental health, increased stress and reduced well-being, while feeling connected was predictive of positive mental health, reduced stress and increased well-being. Discussion: Universities, UDRHs and health placement sites all have a responsibility to support the mental health and well-being of students undertaking rural placements. This support needs to encompass strategies to reduce financial stress, protect learning opportunities and increase connectedness. Ensuring adequate resourcing and support for those providing rural placement opportunities will safeguard quality rural placements during times of pandemic disruption