An Analysis of the Changing Modus Operandi of Terrorist Attacks in Europe

There is a sharp increase in both the number of incidents and the deaths caused by different types of attacks in Europe recently. The assailants claimed these attacks either on behalf of Islamic State in Iraq and Levant (ISIL) or as lone wolves with no direct affiliation to the ISIL. However, there has been some change in the way some of the attacks were carried out. Also, there was a shift in their target selection. Security experts and authorities have indicated significant factors contributing to this development. This paper examines the apparent alarming trend in the change of terrorist modus operandi in Europe. The authors gathered a dataset from various open sources, primarily from Global Terrorism Database (GTD). The findings reveal that terrorists’ modus operandi -- techniques, tactics, and procedures (TTP) -- has been influenced by international events and conflicts

An exploration of social care workers experiences of emotional labour and professional burnout in domestic violence refuges

Emotional labour is associated with human service work as workers have to express different emotions than those felt or suppress felt emotion. Human service work such as social care is also associated with stress and burnout due to being exposed to the distress of clients. This study explored social care workers’ experiences of emotional labour and professional burnout in domestic violence refuges. The perspectives of workers were examined in relation to the emotional demands and challenges placed on them in their work supporting women and children living in these refuges. Semi-structured interviews were conducted with four female social care workers. Eligibility criteria were having a minimum of a Level 7 degree in social care and a minimum of one year’s experience of working in a refuge in Ireland. The main findings identified that emotional labour was a key feature in the work. However professional burnout was not found to be an experience of participants due to perceived organisational commitment. Self-awareness and reflection were both found to be intrinsically related to the work that social care workers do in domestic violence refuges and findings from this study indicate the importance of emotional intelligence

Developing a learning-centred framework for feedback literacy

There is an increasing focus on notions of feedback in which students are positioned as active players rather than recipients of information. These discussions have been either conceptual in character or have an empirical focus on designs to support learners in feedback processes. There has been little emphasis on learners’ perspectives on, and experiences of, the role they play in such processes and what they need in order to benefit from feedback. This study therefore seeks to identify the characteristics of feedback literacy – that is, how students understand and can utilise feedback for their own learning – by analysing students’ views of feedback processes drawing on a substantial data set derived from a study of feedback in two large universities. The analysis revealed seven groupings of learner feedback literacy, including understanding feedback purposes and roles, seeking information, making judgements about work quality, working with emotions, and processing and using information for the benefit of their future work (31 categories in total). By identifying these realised components of feedback literacy, in the form of illustrative examples, the emergent set of competencies can enable investigations of the development of feedback literacy and improve feedback designs in courses through alignment to these standards

Same-level peer-assisted learning in medical clinical placements: a narrative systematic review

BACKGROUND: Peer-assisted learning (PAL) is increasingly used in medical education, and the benefits of this approach have been reported. Previous reviews have focused on the benefits of peer tutoring of junior students by senior students. Forms of PAL such as discussion groups and role-playing have been neglected, as have alternative teacher-learner configurations (e.g. same-level PAL) and the effects on other stakeholders, including clinician educators and patients. This review examines the benefits of same-level PAL for students, clinician educators and patients in pre-registration clinical medical education. METHODS: Medline, PsycINFO, CINAHL and ERIC were searched in March 2014. A total of 1228 abstracts were retrieved for review; 64 full-text papers were assessed. Data were extracted from empirical studies describing a same-level PAL initiative in a clinical setting, focusing on effects beyond academic performance and student satisfaction. Qualitative thematic analysis was employed to identify types of PAL and to cluster the reported PAL effects. RESULTS: Forty-three studies were included in the review. PAL activities were categorised into role-play, discussion, teaching and assessment. Only 50% of studies reported information beyond self-report and satisfaction with the PAL intervention. Benefits for students (including development of communication and professional skills) and clinician educators (developing less-used facilitation skills) were reported. Direct patient outcomes were not identified. Caveats to the use of PAL emerged, and guidelines for the use of PAL were perceived as useful. CONCLUSION: Many student-related benefits of PAL were identified. PAL contributes to the development of crucial skills required for a doctor in the workplace. Vertical integration of learning and teaching skills across the curriculum and tools such as feedback checklists may be required for successful PAL in the clinical environment. Benefits for patients and educators were poorly characterised within the included studies. Future work should evaluate the use of PAL with regards to student, clinician educator and patient outcomes

Developing residents’ feedback literacy in emergency medicine: Lessons from design-based research

Objectives: Residents in emergency medicine have reported dissatisfaction with feedback. One strategy to improve feedback is to enhance learners’ feedback literacy—i.e., capabilities as seekers, processors, and users of performance information. To do this, however, the context in which feedback occurs needs to be understood. We investigated how residents typically engage with feedback in an emergency department, along with the potential opportunities to improve feedback engagement in this context. We used this information to develop a program to improve learners’ feedback literacy in context and traced the reported translation to practice. Methods: We conducted a year-long design-based research study informed by agentic feedback principles. Over five cycles in 2019, we interviewed residents and iteratively developed a feedback literacy program. Sixty-six residents participated and data collected included qualitative evaluation surveys (n = 55), educator-written reflections (n = 5), and semistructured interviews with residents (n = 21). Qualitative data were analyzed using framework analysis. Results: When adopting an agentic stance, residents reported changes to the frequency and tenor of their feedback conversations, rendering the interactions more helpful. Despite reporting overall shifts in their conceptions of feedback, they needed to adjust their feedback engagement depending on changing contextual factors such as workload. These microsocial adjustments suggest their feedback literacy develops through an interdependent process of individual intention for feedback engagement—informed by an agentic stance—and dynamic adjustment in response to the environment. Conclusions: Resident feedback literacy is profoundly contextualized, so developing feedback literacy in emergency contexts is more nuanced than previously reported. While feedback literacy can be supported through targeted education, our findings raise questions for understanding how emergency medicine environments afford and constrain learner feedback engagement. Our findings also challenge the extent to which this contextual feedback know-how can be “developed” purposefully outside of the everyday work.</p

TB133: Experimental Stream Application of B.t.i. for Human Nuisance Black Fly Management in a Recreational Area

Biting and swarming black flies are abundant in Maine and can cause serious discomfort to humans, especially in recreational areas where their presence may substantially decrease satisfaction in outdoor activities. In 1985, 1986 and 1987 a series of experimental applications of B.t.i. was made on property owned by the Sugarloaf Mountain Corporation. The 198 5 study determined the persistenc e o f B.t.i. in stream and river water and the concentration necessary to achieve \u3e90% mortality in black fly larvae. It also indicated that B.t.i. had no detectable impact on non-target organisms. In 1986 and 1987 the objective was to determine if controlling the black fly larvae in streams within the Sugarloaf property would result in decreasing adult human nuisance flies to an acceptable level.https://digitalcommons.library.umaine.edu/aes_techbulletin/1069/thumbnail.jp

Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study

AbstractQuestion: What are the experiences of students and clinical educators in a paired student placement model incorporating facilitated peer-assisted learning (PAL) activities, compared to a traditional paired teaching approach? Design: Qualitative study utilising focus groups. Participants: Twenty-four physiotherapy students and 12 clinical educators. Intervention: Participants in this study had experienced two models of physiotherapy clinical undergraduate education: a traditional paired model (usual clinical supervision and learning activities led by clinical educators supervising pairs of students) and a PAL model (a standardised series of learning activities undertaken by student pairs and clinical educators to facilitate peer interaction using guided strategies). Results: Peer-assisted learning appears to reduce the students’ anxiety, enhance their sense of safety in the learning environment, reduce educator burden, maximise the use of downtime, and build professional skills including collaboration and feedback. While PAL adds to the clinical learning experience, it is not considered to be a substitute for observation of the clinical educator, expert feedback and guidance, or hands-on immersive learning activities. Cohesion of the student-student relationship was seen as an enabler of successful PAL. Conclusion: Students and educators perceive that PAL can help to position students as active learners through reduced dependence on the clinical educator, heightened roles in observing practice, and making and communicating evaluative judgments about quality of practice. The role of the clinical educator is not diminished with PAL, but rather is central in designing flexible and meaningful peer-based experiences and in balancing PAL with independent learning opportunities. Registration: ACTRN12610000859088. [Sevenhuysen S, Farlie MK, Keating JL, Haines TP, Molloy E (2015) Physiotherapy students and clinical educators perceive several ways in which incorporating peer-assisted learning could improve clinical placements: a qualitative study. Journal of Physiotherapy 61: 87–92

Screening for markers of frailty and perceived risk of adverse outcomes using the Risk Instrument for Screening in the Community (RISC)

BACKGROUND: Functional decline and frailty are common in community dwelling older adults, increasing the risk of adverse outcomes. Given this, we investigated the prevalence of frailty-associated risk factors and their distribution according to the severity of perceived risk in a cohort of community dwelling older adults, using the Risk Instrument for Screening in the Community (RISC). METHODS: A cohort of 803 community dwelling older adults were scored for frailty by their public health nurse (PHN) using the Clinical Frailty Scale (CFS) and for risk of three adverse outcomes: i) institutionalisation, ii) hospitalisation and iii) death, within the next year, from one (lowest) to five (highest) using the RISC. Prior to scoring, PHNs stated whether they regarded patients as frail. RESULTS: The median age of patients was 80 years (interquartile range 10), of whom 64% were female and 47.4% were living alone. The median Abbreviated Mental Test Score (AMTS) was 10 (0) and Barthel Index was 18/20 (6). PHNs regarded 42% of patients as frail, while the CFS categorized 54% (scoring ≥5) as frail. Dividing patients into low-risk (score one or two), medium-risk (score three) and high-risk (score four or five) using the RISC showed that 4.3% were considered high risk of institutionalization, 14.5% for hospitalization, and 2.7% for death, within one year of the assessment. There were significant differences in median CFS (4/9 versus 6/9 versus 6/9, p < 0.001), Barthel Index (18/20 versus 11/20 versus 14/20, p < 0.001) and mean AMTS scores (9.51 versus 7.57 versus 7.00, p < 0.001) between those considered low, medium and high risk of institutionalisation respectively. Differences were also statistically significant for hospitalisation and death. Age, gender and living alone were inconsistently associated with perceived risk. Frailty most closely correlated with functional impairment, r = −0.80, p < 0.001. CONCLUSION: The majority of patients in this community sample were perceived to be low risk for adverse outcomes. Frailty, cognitive impairment and functional status were markers of perceived risk. Age, gender and social isolation were not and may not be useful indicators when triaging community dwellers. The RISC now requires validation against adverse outcomes