41,107 research outputs found
Modified hydraulic braking system limits angular deceleration to safe values
Conventional spring actuated, hydraulically released, fail-safe disk braking system is modified to control the angular deceleration of a massive antenna. The hydraulic system provides an immediate preset pressure to the spring-loaded brake shoes and holds it at this value to decelerate the antenna at the desired rate
Nonlinear electromagnetic wave equations for superdense magnetized plasmas
By using the quantum hydrodynamic and Maxwell equations, we derive the generalized nonlinear electron magnetohydrodynamic, the generalized nonlinear Hall-MHD (HMHD), and the generalized nonlinear dust HMHD equations in a self-gravitating dense magnetoplasma. Our nonlinear equations include the self-gravitating, the electromagnetic, the quantum statistical electron pressure, as well as the quantum electron tunneling and electron spin forces. They are useful for investigating a number of wave phenomena including linear and nonlinear electromagnetic waves, as well as three-dimensional electromagnetic wave turbulence spectra and structures arising from mode coupling processes at nanoscales in dense quantum magnetoplasmas
Teacher induction: personal intelligence and the mentoring relationship
This article is aimed at probationer teachers in Scotland, their induction supporters, and all those with a responsibility for their support and professional development. It argues that the induction process is not merely a mechanistic one, supported only by systems in schools, local authorities and the General Teaching Council for Scotland (GTCS), but a more complex process where the relationship between the new teacher and the supporter is central to its success. In particular, the characteristics and skills of the induction supporter in relation to giving feedback are influential. This applies to feedback in all its forms â formative and summative, formal and informal. The ability of the probationer to handle that feedback and to be proactive in the process is also important
Recommended from our members
The impact of Nursing and Midwifery Council (NMC) revalidation on the professional identity of academic staff in a higher education institution: A qualitative study
Aims:
To explore Nursing and Midwifery Council (NMC) revalidation as a process experienced by nursing and midwifery academics and its impact on their sense of professional identity.
Background:
The introduction of revalidation nurses and midwives in the UK in 2016 caused some anxiety amongst registrants in higher education.
Design:
A qualitative study using a purposeful sample involving thematic analysis of semiâstructured interviews with academic staff.
Methods:
Ten registrants completed a semiâstructured interview in a higher education institution.
Results/Findings
Clinical credibility: participants were selfâconscious about time away from practice but retained strong links with clinical settings reviewing evidence and reports of current practice. The revalidation process: staff were generally positive about NMC revalidation. Professional identity: participants identified as nurses and midwives first and academics second.
Conclusions
The findings replicate previous studies about professional identity among healthcare professionals in higher education; this study reports the contribution of revalidation amongst nurses and midwives in higher education institutions
Standoff Detection via Single-Beam Spectral Notch Filtered Pulses
We demonstrate single-beam coherent anti-Stokes Raman spectroscopy (CARS),
for detecting and identifying traces of solids, including minute amounts of
explosives, from a standoff distance (>50 m) using intense femtosecond pulses.
Until now, single-beam CARS methods relied on pulse-shapers in order to obtain
vibrational spectra. Here we present a simple and easy-to-implement detection
scheme, using a commercially available notch filter, that does not require the
use of a pulse-shaper.Comment: 3 pages, 3 figure
'20 days protected learning' - students' experiences of an Overseas Nurses Programme - 4 years on: A retrospective survey
Background
From September 2005 the Nursing and Midwifery Council (NMC) introduced new arrangements for the registration of non-EU overseas nurses which requires all applicants to undertake '20 days of protected learning' time in the UK and for some, a period of supervised practice. A survey was undertaken at Bournemouth University, which offers a '20 days protected learning only' programme, to elicit overseas nurses' demographic details, experiences in completing the programme and their 'final destinations' once registered.
Methods
An online survey was devised which contained a mixture of tick box and open ended questions which covered demographic details, views on the programme and final destinations This was uploaded to www.SurveyMonkey.com and sent out to nurses who had completed the Overseas Nurses Programme (ONP) with Bournemouth University (n=1050). Quantiative data were analysed using descriptive statistics and the qualitative data were coded and analysed using content analysis .
Results
There were 251 respondents (27.7% response rate). The typical 'profile' of a nurse who responded to the survey was female, aged 25-40 years and had been qualified for more than 5 years with a bachelors degree. The majority came from Australia on a 2 year working holiday visa and the key final destination in the UK, on registration with the NMC, was working for an agency. There were five key findings regarding experience of the programe. Of those surveyed 61.2% did not feel it necessary to undergo an ONP; 71.6% felt that they should be able to complete the programme on-line in their own country; 64.2% that the ONP should only contain information about delivery of healthcare in UK and Legal and professional (NMC) issues; 57% that European nurses should also undergo the same programme and sit an IELTS test; and 68.2% that the programme was too theory orientated; and should have links to practice (21%).
Conclusions
The NMC set the admissions criteria for entry to the register and Standards for an ONP. The findings of this survey raise issues regarding the percieved value and use of this approach for overseas nurses, and it may be helpful to take this into account when considering future policy
Bridging Physics and Biology Teaching through Modeling
As the frontiers of biology become increasingly interdisciplinary, the
physics education community has engaged in ongoing efforts to make physics
classes more relevant to life sciences majors. These efforts are complicated by
the many apparent differences between these fields, including the types of
systems that each studies, the behavior of those systems, the kinds of
measurements that each makes, and the role of mathematics in each field.
Nonetheless, physics and biology are both sciences that rely on observations
and measurements to construct models of the natural world. In the present
theoretical article, we propose that efforts to bridge the teaching of these
two disciplines must emphasize shared scientific practices, particularly
scientific modeling. We define modeling using language common to both
disciplines and highlight how an understanding of the modeling process can help
reconcile apparent differences between the teaching of physics and biology. We
elaborate how models can be used for explanatory, predictive, and functional
purposes and present common models from each discipline demonstrating key
modeling principles. By framing interdisciplinary teaching in the context of
modeling, we aim to bridge physics and biology teaching and to equip students
with modeling competencies applicable across any scientific discipline.Comment: 10 pages, 2 figures, 3 table
Financing social and cohesion policy in an enlarged EU: plus ça change, plus c'est la mĂȘme chose?
The development of the Open Method of Coordination, agreement on the Lisbon Agenda and EU enlargement offered the prospect of a new and substantial EU social policy agenda. This article considers EU social and cohesion policies in the context of the recent negotiation of the EU budget for 2007â13. We find the Commission's wish to redistribute EU spending in favour of these policy areas and new member states was thwarted by key political features of EU budget making: CAP spending levels which are downwardly sticky; institutional arrangements which provide for budget making as, at best, a zero-sum game; and the preferences of contributor member states in the EU-15 to contain overall spending while preserving their net budget positions. Questions are thus raised as to the ability of the EU to make any progress, from a budgetary perspective, on the social and cohesion policy agenda in an enlarged EU
Can grey ravens fly? Beyond Frayling's categories
This paper analyses the effect of Christopher Frayling's (1993) categorisation of artistic research âresearch into art and design, research through art and design and research for art and designâ on the debate surrounding the efficacy of studio-based artistic research as being valid within the university. James Elkins (2009:128) describes this as âthe incommensurability of studio art production and university lifeâ. Through an exploration of the positive and negative responses to Frayling this paper seeks to explore the influence that these initial definitions have come to have on framing the scope of the debate. The paper presents a range of responses and analyses them and focuses especially on the alternative frameworks that have been suggested and examines why they have so far not created a coherent and uncontested frame-work for practice-led research in the art and design field especially in relation to fine art
- âŠ