A study of charged particle motion in magnetic radiation shielding fields Final technical report

Charged particle motion in magnetic radiation shielding field

Up and down the number line: modelling collaboration in contrasting school and home environments

This paper is concerned with user modelling issues such as adaptive educational environments, adaptive information retrieval, and support for collaboration. The HomeWork project is examining the use of learner modelling strategies within both school and home environments for young children aged 5 – 7 years. The learning experience within the home context can vary considerably from school especially for very young learners, and this project focuses on the use of modelling which can take into account the informality and potentially contrasting learning styles experienced within the home and school

Development of a simplified ray path model for estimating the range and depth of vocalising marine mammals

A simplified ray path model has been developed to simulate various source, receiver geometries. The difference in the arrival time of the multi-path signals (surface and seabed reflections) were calculated and compared with those measured on recorded data obtained during sea trials. A number of assumption have been made in initial models including a constant sound velocity-depth profile and the treatment of the surface and seabed as a simple reflecting surfaces. Initial results have shown a number of examples with a reasonable correlation between estimated position of a submerged cetacean and the associated surface observations. Examples of multiple (positioning) solutions were however found, these are in the main thought to be due to imprecision in the knowledge of the hydrophone and water depth and inaccuracies in the initial timing measurements. The use of correlation techniques and stand-alone depth measurement devices is therefore proposed for future measurements and analysis using this technique. It is felt that within constraints, this technique provides valuable additional information regarding cetacean behaviour in the wild and can be used on recorded data sets to validate observer records. The addition of more complex time measurement techniques and better ray path modelling will hopefully provide a useful analysis tool in the study of cetaceans

Critical thinking in community nursing: Is this the 7th C?

Compassion in practice and the drive to deliver the 6Cs—care, compassion, competence, communication, courage, and commitment—has been embraced within community nursing practice since its launch in 2012 (Commissioning Board Chief Nursing Officer and Department of Health (DH) Chief Nursing Adviser, 2012). Following the shortcomings in care discovered at the Mid-Staffordshire NHS Foundation Trust and the findings of inquiries (e.g. Francis, 2013; Keogh, 2013), nursing as a profession has been under pressure to demonstrate to the public that nurses do care. This need comes under increasing scrutiny when working in the homes of patients, who rightly require demonstration of accountability of care. Effective therapeutic relationships with patients in the community are built on trust, and patients should feel confident that clinical care is appropriate and evidence based (Griffith, 2015). A strong focus upon the core themes of the 6Cs is both integral to and apparent in daily practice within the community setting. The terminology of the 6Cs is a frequent feature of discussions, supervision, teaching, and record keeping. However, is it possible that in this drive to improve the public image of nursing through the focus of care and compassion, the concept of critical thinking is considered secondary? Should critical thinking in community nursing practice be awarded a ‘C’ in its own right

Generating socially appropriate tutorial dialog

Analysis of student-tutor coaching dialogs suggest that good human tutors attend to and attempt to influence the motivational state of learners. Moreover, they are sensitive to the social face of the learner, and seek to mitigate the potential face threat of their comments. This paper describes a dialog generator for pedagogical agents that takes motivation and face threat factors into account. This enables the agent to interact with learners in a socially appropriate fashion, and foster intrinsic motivation on the part of the learner, which in turn may lead to more positive learner affective states