On the variability of I(7620 Å)/I(5577 Å) in low altitude aurora

International audienceAn auroral electron excitation model, combined with simple equilibrium neutral and ion chemistry models, is used to investigate the optical emission processes and height profiles of I(5577 Å) and I(7620 Å) in the 90 to 100 km altitude region. It is shown that the apparent discrepancies between ground-based and rocket-borne auroral observations of the I(7620 Å)/I(5577 Å) ratio are due to the extreme height variation of this intensity ratio in the 90 to 100 km region

INNOVATIVE APPROACHES IN COACH EDUCATION PEDAGOGY

ABSTRACT: We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a ‘quality of mind’ so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students’ discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais devem caminhar nessa direção, tendo em vista a necessidade de transformação qualitativa dessa áreade atuação.http://dx.doi.org/10.14572/nuances.v24i1.217

Plasma Physics

Contains research objectives and reports on three research projects.United States Atomic Energy Commission (Contract AT(30-1)-1842

Social and structural conditions for the avoidance of advance care planning in neuro-oncology: a qualitative study

BACKGROUND: Primary brain tumours newly affect >260 000 people each year worldwide. In the UK, every year >10 000 people are diagnosed with a brain tumour while >5000 die annually from the disease. Prognoses are poor, cognitive deterioration common and patients have prolonged palliative needs. Advance care planning (ACP) may enable early discussion of future care decisions. Although a core commitment in the UK healthcare strategy, and the shared responsibility of clinical teams, ACP appears uncommon in practice. Evidence around ACP practice in neuro-oncology is limited. OBJECTIVES: We aimed to elicit key social and structural conditions contributing to the avoidance of ACP in neuro-oncology. DESIGN: A cross-sectional qualitative study design was used. SETTING: One tertiary care hospital in the UK. PARTICIPANTS: Fifteen healthcare professionals working in neuro-oncology participated in this study, including neuro-oncologists, neurosurgeons, clinical nurse specialists, allied healthcare professionals and a neurologist. METHOD: Semi-structured interviews were conducted with participants to explore their assumptions and experiences of ACP. Data were analysed thematically using the well-established framework method. RESULTS: Participants recognised the importance of ACP but few had ever completed formal ACP documentation. We identified eight key factors, which we suggest comprise three main conditions for avoidance: (1) difficulties being a highly emotive, time-intensive practice requiring the right 'window of opportunity' and (2) presence and availability of others; (3) ambiguities in ACP definition, purpose and practice. Combined, these created a 'culture of shared avoidance'. CONCLUSION: In busy clinical environments, 'shared responsibility' is interpreted as 'others' responsibility' laying the basis for a culture of avoidance. To address this, we suggest a 'generalists and specialists' model of ACP, wherein healthcare professionals undertake particular responsibilities. Healthcare professionals are already adopting this model informally, but without formalised structure it is likely to fail given a tendency for people to assume a generalist role

Clinically significant personality traits in individuals at high risk of developing psychosis

It is still unclear to what extent personality may influence the development of psychosis. We aimed to explore significant personality traits in individuals at high-risk (HR) for psychosis. Personalities of forty HR individuals and a matched sample of 40 HVs were evaluated with the Millon Multiaxial Inventory (MCMI-III). They were also assessed with the Positive and Negative Symptoms Scale (PANSS), Beck Depression and Anxiety Inventories (BDI-II and BAI), Global Assessment of Functioning (GAF) and Mini-International Neuropsychiatric Interview (MINI 6.0.0). Fisher's exact test was employed to compare frequency of traits. Mann-Whitney U test and logistic regression were used to establish relationships between traits and symptoms, and the effect of age, sex and symptoms on such traits. Most HR individuals (97.5%) had at least one significant trait; 75% had personality disorders, mainly depressive, borderline or schizotypal. Only histrionic and narcissistic traits were more prevalent in HVs. Negative symptoms were related to schizoid and paranoid traits. Depression was more severe with borderline traits. Most HR individuals (67.6%) had more than one DSM-IV Axis I diagnosis, mainly depressive/anxiety disorders. Transition rate was low (5%). Certain personality profiles may not be markers for conversions to psychosis but contribute to high morbidity in HR individuals

Plasma Physics

Contains reports on five research projects.United States Atomic Energy Commission (Contract AT(30-1)-1842)Project MACAdvanced Research Agency, Department of Defense, under Office of Naval Research Contract Nonr-4102(01

INNOVATIVE APPROACHES IN COACH EDUCATION PEDAGOGY

ABSTRACT: We know that coach education programmes continue to be criticized for their largely didactic methods of delivery and rather superficial engagement with the complex reality of practice and we understand that innovative approaches in coach education pedagogy means moving somewhat away from the competencies based approach and it has been increasingly argued that the aim of coach education should be to develop in practitioners a ‘quality of mind’ so that they are better equipped to deal with the problematic and dynamic nature of their work. The skills of coach educators in facilitating the learning of student coaches are crucial to the effectiveness of the pedagogies. Coach educators, therefore, must be committed to the approaches outlined in this article and invest the time and work necessary to learning new skills if they are to be successfully implemented. We found that teaching in this way resulted in a raised degree of responsibility on behalf of the tutors, not so much in relation to their content delivery, but for the subsequent student interaction and learning (JONES et al., 2011). In this sense tutors took greater care to listen and react to group interactions, recognising that their (non) interventions at (in) appropriate times could genuinely affect and frame ensuing students’ discussions and perceptions. A further area of research, therefore, could be to explore the issues surrounding the training and support of coach educators in implementing such pedagogical innovative approaches to coach education. RESUMO: Sabemos que os trabalhos de orientação de técnicos/professores são muito criticados por seus métodos pouco se aproximarem de práticas inovadoras. No entanto, práticas pedagógicas inovadoras devem se aproximar da realidade prática e avançar aos métodos tradicionais, considerando que uma pedagogia inovadora deve mover alguém do lugar onde se encontra para conhecer novas possibilidades. As habilidades dos técnicos/professores devem ser trabalhadas no sentido dos mesmos se constituírem facilitadores do processo de aprendizagem dos estudantes para se pensar numa pedagogia inovadora. Entendemos que uma concepção pedagógica construída nessa direção possibilita o desenvolvimento tanto de técnicos/professores, assim como os estudantes e pesquisas educacionais devem caminhar nessa direção, tendo em vista a necessidade de transformação qualitativa dessa áreade atuação.http://dx.doi.org/10.14572/nuances.v24i1.217

Plasma Physics

Contains reports on seven research projects.United States Atomic Energy Commission under Contract AT(30-1)-1842Joint Services Electronics Programs (U.S. Army, U.S. Navy, and U.S. Air Force) under Contract DA 28-043-AMC-02536(E