A Curriculum for Developing a Biblical Worldview in Students Attending Central Africa Baptist University

The problem posed in this thesis project is a segment of the students at Central Africa Baptist University are not exhibiting a worldview change in their lives and ministry after graduation. The purpose of this study is to develop, implement, and test the validity of teaching the core Bible courses using a chronological metanarrative method of instruction to develop a biblical worldview in the students enrolled in Central Africa Baptist University (CABU) in Kitwe, Zambia. The study was conducted on the campus of (CABU), and used the secondary data derived from a worldview questionnaire developed and implemented by CABU. The questionnaire was administered by CABU to first year Bible and Education Program students. The study used a quantitative method of analysing the data. The study implemented action research, and triangulated the data using faculty and staff members employed by CABU. The results of the study indicate that teaching Bible courses using a metanarrative method of presentation had a positive effect on moving students closer to a biblical worldview. The curriculum, method of teaching, assessments and assignments, and worldview assessment tools were designed within the Zambian context. The intervention plan presented in this study can be implemented within institutions of higher learning for the purpose of developing a biblical worldview in students. This thesis project recognises the dynamic of worldview development and presents this intervention plan as one tool among many for worldview development

G-protein-coupled receptors for free fatty acids: nutritional and therapeutic targets

It is becoming evident that nutrients and metabolic intermediates derived from such nutrients regulate cellular function by activating a number of cell-surface G-protein coupled receptors (GPCRs). Until now, members of the GPCR family have largely been considered as the molecular targets that communicate cellular signals initiated by hormones and neurotransmitters. Recently, based on tissue expression patterns of these receptors and the concept that they may elicit the production of a range of appetite- and hunger-regulating peptides, such nutrient sensing GPCRs are attracting considerable attention due to their potential to modulate satiety, improve glucose homeostasis and supress the production of various pro-inflammatory mediators. Despite the developing interests in these nutrients sensing GPCR both as sensors of nutritional status, and targets for limiting the development of metabolic diseases, major challenges remain to exploit their potential for therapeutic purposes. Mostly, this is due to limited characterisation and validation of these receptors because of paucity of selective and high-potency/affinity pharmacological agents to define the detailed function and regulation of these receptors. However, ongoing clinical trials of agonists of free fatty acid receptor 1 suggest that this receptor and other receptors for free fatty acids may provide a successful strategy for controlling hyperglycaemia and providing novel approaches to treat diabetes. Receptors responsive to free fatty acid have been of particular interest, and some aspects of these are considered herein

Programmable active pixel sensor to investigate neural interactions within the retina

Detection of the visual scene by the eye and the resultant neural interactions of the retina-brain system give us our perception of sight. We have developed an Active Pixel Sensor (APS) to be used as a tool for both furthering understanding of these interactions via experimentation with the retina and to make developments towards a realisable retinal prosthesis. The sensor consists of 469 pixels in a hexagonal array. The pixels are interconnected by a programmable neural network to mimic lateral interactions between retinal cells. Outputs from the sensor are in the form of biphasic current pulse trains suitable to stimulate retinal cells via a biocompatible array. The APS will be described with initial characterisation and test results

Feedback mapping - The curricular cornerstone of an "educational alliance".

PURPOSE: The "educational alliance" concept articulates a collaborative framework to facilitate effective feedback through transparency of opportunities aligned with learner stage and intended educational outcomes. Using this framework, we evaluated feedback across a 5 year undergraduate medical program to support embedding a successful learner - teacher "educational alliance". METHOD: A comprehensive mapping exercise used an iterative action research process of source documentary analysis, consultations with key curriculum stakeholders and qualitative analysis. The "educational alliance" model provided a critical lens through which to ensure feedback opportunities aligned with intended learning outcomes and developmental progression. RESULTS: Key information about the type, frequency and timing of feedback opportunities was identified within 188 curricular components. The purpose and intended learning outcomes were mapped, aligning with the stage of learning and with an expectation of supporting learners' capacity for self-regulation. This focus providing clear articulation of feedback opportunities supported the longitudinal developmental curricular review, and facilitated enhanced awareness of dialogic feedback within the "educational alliance". CONCLUSIONS: Explicit alignment of learning intentions between learner and educator is key to forming a successful "educational alliance". The feedback map provides clarity ensuring mutual understanding of intended learning outcomes. The iterative process additionally certified feedback aligned with maturing learner developmental needs across the program

Fourier transform pure nuclear quadrupole resonance by pulsed field cycling

We report the observation of Fourier transform pure NQR by pulsed field cycling. For deuterium, well resolved spectra are obtained with high sensitivity showing the low frequency nu0 lines and allowing assignments of quadrupole couplings and asymmetry parameters to inequivalent deuterons. The technique is ideally applicable to nuclei with low quadrupolar frequencies (e.g., 2D, 7Li, 11B, 27Al, 23Na, 14N) and makes possible high resolution structure determination in polycrystalline or disordered materials

Seismometer Detection of Dust Devil Vortices by Ground Tilt

We report seismic signals on a desert playa caused by convective vortices and dust devils. The long-period (10-100s) signatures, with tilts of ~10$^{-7}$ radians, are correlated with the presence of vortices, detected with nearby sensors as sharp temporary pressure drops (0.2-1 mbar) and solar obscuration by dust. We show that the shape and amplitude of the signals, manifesting primarily as horizontal accelerations, can be modeled approximately with a simple quasi-static point-load model of the negative pressure field associated with the vortices acting on the ground as an elastic half space. We suggest the load imposed by a dust devil of diameter D and core pressure {\Delta}Po is ~({\pi}/2){\Delta}PoD$^2$, or for a typical terrestrial devil of 5 m diameter and 2 mbar, about the weight of a small car. The tilt depends on the inverse square of distance, and on the elastic properties of the ground, and the large signals we observe are in part due to the relatively soft playa sediment and the shallow installation of the instrument. Ground tilt may be a particularly sensitive means of detecting dust devils. The simple point-load model fails for large dust devils at short ranges, but more elaborate models incorporating the work of Sorrells (1971) may explain some of the more complex features in such cases, taking the vortex winds and ground velocity into account. We discuss some implications for the InSight mission to Mars.Comment: Contributed Article for Bulletin of the Seismological Society of America, Accepted 29th August 201

Medical Student Perceptions of Feedback and Feedback Behaviors Within the Context of the “Educational Alliance”

Purpose: Using the "educational alliance" as a conceptual framework, the authors explored medical students' beliefs about feedback and how their feedback behaviors reflect their perceptions. Method: Five focus groups (four to six medical students each) at one UK medical school in 2015 were used to capture and elucidate learners' feedback perceptions and behaviors within the context of the learner-educator relationship. A map of key feedback opportunities across the program was used as a tool for exploring student engagement with the feedback process. Qualitative data were analyzed using an approach based on grounded theory principles. Results: Three learner feedback behaviors emerged: recognizing, using, and seeking feedback. Five core themes influencing these behaviors were generated: learner beliefs, attitudes, and perceptions; relationships; teacher attributes; mode of feedback; and learning culture. Conceptual models illustrating the relationships between the themes and each behavior were developed. Learning culture influenced all three behaviors with a wide context of influences. Conclusions: Ensuring that feedback leads to improved performance requires more than training educators in best practices. The conceptual models support the educational alliance framework and illustrate the context and complexity of learning culture surrounding the educational relationship, learner, and feedback exchange. The educational alliance approach is underpinned by a mutual understanding of purpose and responsibility. Enhancing learners' feedback literacy skills seems to be the key aspect of the educational alliance in need of attention. Empowering learners to recognize, seek, and use feedback received within diverse learning cultures is essential