Dynamic confidence during simulated clinical tasks

Objective: Doctors' confidence in their actions is important for clinical performance. While static confidence has been widely studied, no study has examined how confidence changes dynamically during clinical tasks. Method: The confidence of novice (n = 10) and experienced (n = 10) trainee anaesthetists was measured during two simulated anaesthetic crises, bradycardia (easy task) and failure to ventilate (difficult task). Results: As expected, confidence was high in the novice and experienced groups in the easy task. What was surprising, however, was that confidence during the difficult task decreased for both groups, despite appropriate performance. Conclusions: Given that confidence affects performance, it is alarming that doctors who may be acting unsupervised should lose dynamic confidence so quickly. Training is needed to ensure that confidence does not decrease inappropriately during a correctly performed procedure. Whether time on task interacts with incorrect performance to produce further deficits in confidence should now be investigated

Measuring Symbol and Icon Characteristics: Norms for Concreteness, Complexity, Meaningfulness, Familiarity, and Semantic Distance for 239 Symbols

This paper provides rating norms for a set of symbols and icons selected from a wide variety of sources. These ratings enable the effects of symbol characteristics on user performance to be systematically investigated. The symbol characteristics that have been quantified are considered to be of central relevance to symbol usability research and include concreteness, complexity, meaningfulness, familiarity, and semantic distance. The interrelationships between each of these dimensions is examined and the importance of using normative ratings for experimental research is discussed

Eyelid development, fusion and subsequent reopening in the mouse

The process of eyelid development was studied in the mouse. The critical events occur between about 15.5 d postcoitum (p.c.) and 12 d after birth, and were studied by conventional histology and by scanning electron microscopy. At about 15.5 d p.c. the cornea of the eye is clearly visible with the primitive eyelids being represented by protruding ridges of epithelium at its periphery. Over the next 24 h, eyelid development proceeds to the stage when the cornea is completely covered by the fused eyelids. Periderm cells stream in to fill the gap between the developing eyelids. Their proliferative activity is such that they produce a cellular excrescence on the outer surface of the line of fusion of the eyelids. This excrescence had almost disappeared by about 17.5 d p.c. Keratinisation is first evident at this stage on the surface of the eyelids and passes continuously from one eyelid to the other. Evidence of epidermal differentiation is more clearly seen in the newborn, where a distinctive stratum granulosum now occupies about one third of its entire thickness. Within the subjacent dermis, hair follicles are differentiating. By about 5 d after birth, a thick layer of keratin extends without interruption across the junctional region. While a noticeable surface indentation overlies the latter, a similar depression is only seen on the conjunctival surface by about 10 d after birth. Keratinisation is also observed to extend in from the epidermal surface to involve the entire region between the 2 eyelids at about this time.(ABSTRACT TRUNCATED AT 250 WORDS

Progressing in Tandem: A Sure Start Initiative for Enhancing the Role of Parents in Children's Early Education

The Tandem Project is an educational programme, targeting preschoolers, sponsored by the DfEE Sure Start initiative. It aims to encourage parents from low SES bacgrounds to take a greater role in preparing their children for school. Parents are given a series of games to play with their children designed to develop basic pre-reading and numerical skills. Pre-reading games include listening to stories, learning about the representational qualities of print, reciting nursery rhymes, recognising and discriminating shapes and letters and analysing the sound of words. Numerical games include learning about length, size and quantity, linking concepts about quantity with the number systems, counting and recognising written numerals. A preliminary study found the programme was successful in developing children's skills although outcomes were moderated by family socio-economic status. The implications for involving parents in the education of their preschool children are discussed

On Ptolemaic metric simplicial complexes

We show that under certain mild conditions, a metric simplicial complex which satisfies the Ptolemy inequality is a CAT(0) space. Ptolemy's inequality is closely related to inversions of metric spaces. For a large class of metric simplicial complexes, we characterize those which are isometric to Euclidean space in terms of metric inversions.Comment: 13 page

Ultrafast harmonic mode-locking of monolithic compound-cavity laser diodes incorporating photonic-bandgap reflectors

We present the first demonstration of reproducible harmonic mode-locked operation from a novel design of monolithic semiconductor laser comprising a compound cavity formed by a 1-D photonic-bandgap (PBG) mirror. Mode-locking (ML) is achieved at a harmonic of the fundamental round-trip frequency with pulse repetition rates from 131 GHz up to a record high frequency of 2.1 THz. The devices are fabricated from GaAs-Al-GaAs material emitting at a wavelength of 860 nm and incorporate two gain sections with an etched PBG reflector between them, and a saturable absorber section. Autocorrelation studies are reported which allow the device behavior for different ML frequencies, compound cavity ratios, and type and number of intra-cavity reflectors to be analyzed. The highly reflective PBG microstructures are shown to be essential for subharmonic-free ML operation of the high-frequency devices. We have also demonstrated that the single PBG reflector can be replaced by two separate features with lower optical loss. These lasers may find applications in terahertz; imaging, medicine, ultrafast optical links, and atmospheric sensing

When the going gets tough the beautiful get going: aesthetic appeal facilitates task performance.

The current studies examined the effect of aesthetic appeal on performance. According to one hypothesis, appeal would lead to overall decrements or enhancements in performance [e.g. Sonderegger & Sauer, (Applied Ergonomics, 41, 403-410, 2010)]. Alternatively, appeal might influence performance only in problem situations, such as when the task is difficult [e.g. Norman, (2004)]. The predictions of these hypotheses were examined in the context of an icon search-and-localisation task. Icons were used because they are well-defined stimuli and pervasive to modern everyday life. When search was made difficult using visually complex stimuli (Experiment 1), or abstract and unfamiliar stimuli (Experiment 2), icons that were appealing were found more quickly than their unappealing counterparts. These findings show that in a low-level visual processing task, with demand characteristics related to appeal eliminated, appeal can influence performance, especially under duress

Impairment in active navigation from trauma and Post-Traumatic Stress Disorder.

The study investigated the impact of trauma exposure and of Post-Traumatic Stress Disorder (PTSD) on spatial processing and active navigation in a sample (n = 138) comprising civilians (n = 91), police officers (n = 22) and veterans (n = 27). Individuals with previous trauma exposure exhibited significantly poorer hippocampal-dependent (allocentric) navigation performance on active navigation in a virtual environment (the Alternative Route task) regardless of whether or not they had PTSD (scoring above 20 on the PTSD Diagnostic Scale). No performance differences were found in static perspective taking (the Four Mountains task). Moreover, an associative information processing bias in those with PTSD interfered with ability to use hippocampal-dependent processing in active navigation. This study provides new evidence of impaired active navigation in individuals with trauma exposure and highlights the importance of considering the relationship between trauma and spatial processing in clinical and occupational settings

Media and Information Education in the UK - A Report for the EU / COST: Transforming Audiences Project

This is a position paper on the capacity for media and information education in the UK in 2014 to facilitate media, digital and information literacy as defined by the European Commission (EC) and on the relationship between UK media/information education, regulation and law. Because the UK has a long tradition of media education within the formal curriculum (schools and colleges), the premise of this report is that the most tangible evidence of media literacy education is to be found in the teaching of Media Studies at GCSE and A-level and in higher education. Therefore the most substantive section of the report is analysis of the extent to which achievement in Media Studies can be mapped against the EC objectives for media literacy. For this purpose, media education in the mainstream curriculum is measured for its capacity to develop media literacy against a pragmatic working model derived from publications from the EC, COST/ANR, UNESCO and the UK regulator, Ofcom. Information education is currently a distinct category from media education in the UK, with a mandate for entitlement (in the case of e-safety) but without formal qualifications or assessment. The report demonstrates that the composite model of media literacy is too broad in scope and ambition for mainstream education to ‘deliver’. The model derived for this analysis, from EC, COST and Ofcom documents and reports, covers public sphere engagement and empowerment outcomes, a broad range of stakeholders, an equally broad range of media/information content/contexts and a pedagogic intention to combine cultural, critical and creative learning. This analysis of formal media education concludes that the performance criteria and assessment objectives of teaching specifications and awarding body marking materials, combined with the achievement rates in the A and A* grade boundaries, indicate that only a small percentage of people studying media in the curriculum can be said to acquire all the cultural, critical and creative learning. Furthermore, specifications, combined with teacher choices, cover a relatively narrow range of the media/information contexts included in the COST definition. Finally, topic choice means that public sphere engagement and citizen empowerment is difficult to relate to achievement in Media Studies. Therefore the great success of the UK in providing media education in the mainstream curriculum (currently threatened by curriculum reforms for 2016) is balanced by the lack of a coherent match between curriculum content, assessment modes and media literacy policy objectives. There is therefore a fundamental mismatch between the objectives of media literacy as articulated in policy and the capacity of education as the agent for its development in society. Related to this, media literacy/education is mistakenly burdened with responsibility for fixing access and engagement barriers that are media producer/design/regulation issues. The data and analysis in this report supports that view. The UK is currently very well placed to provide media literacy through media education, given the status of Media Studies as an established curriculum subject. However, to coherently match Media Studies to the policy objectives for media literacy expressed in EC, COST and Ofcom statements, funding (for teacher training), and government support and endorsement for Media Studies is essential. Given the uncertainty over the continuation of Media Studies in the formal curriculum in secondary and further education, this is unlikely to be supported within the UK. This report on the state of UK Media Education in 2014 is one of 28 reports mapping the state of Media Education in each of the EC member states. All reports can be found at www.translit.f