Behavioural and sensory aspects of predation in -mustelids: studies on the sensory capabilities of the weasel, Mustela nivalis L. And the polecat, Mustela putorlus L., with particular reference to predatory behaviour

The relative importance of vision, audition and olfaction to weasels and polecats was determined by training the predators to find a mouse located in a predator-proof container within a small arena. The diversity of sensory information available to the predators had an effect on the time taken to find the mouse with this being shorter when three senses could be used compared to when one sensory modality was available. Vision and olfaction (air-borne scent) were equivalent, with audition being less important. The mouse was found quicker using substrate-scent cues than with air-borne olfactory cues. There was no difference in the relative importance of the senses between the predators. The removal of movement cues had a significant effect on the behaviour of the weasels. The visual movement discrimination ability of both species was investigated using a horizontally-moving spot on a cathode-ray oscilloscope screen. Thresholds were determined for the discrimination of the direction of a fast-moving stimulus and were equivalent in the polecat and weasel. The mean threshold for polecats was 292cms(^-1) and for weasels was 267cms(^-1). The movement detection ability of the weasel was consistent over a range of stimulus radiant intensities (35.4-2.0x10(^5) µWsteradian(^-l)) and discrimination distances (10-50cm), although there was a slight decrease in threshold at the furthest distance used and when the distance traversed by the stimulus was short. A relative velocity discrimination task was devised in which polecats were trained to discriminate differences in speed between identical objects moving in opposite directions in the horizontal plane. They could detect velocity differences of 20% and showed a tendency to select the slower-moving of the two stimuli. Polecats and weasels do not specialize in the use of a particular distance sense to locate potential prey. In terms of their movement detection ability and the relative importance of vision they are intermediate between strictly nocturnal and diurnal species, which is probably attributable to their predominately crepuscular activity pattern

Shape of things to come: Factors affecting an ethnographic study in radiation therapy

The research process is a series of stages necessary to establish the integrity, value, and feasibility of a proposal. Part of the preparation is in understanding the process and factors that can contour a study. The aim of this paper is to outline the hidden factors that may be experienced when undertaking qualitative research. Although the participants are the main players of the study additional influences also require recognition to allow transparency of the project and the researcher’s stance. The guidance of university supervisors has the potential to influence the researcher’s perspective and the effectiveness of the study. Negotiation with clinical staff can add another dimension. Ethics committees are composed of individuals with varied expertise, bringing their points of view into the discussion and decision making, impacting further on the proposed research. It is important for medical radiations professionals who become involved in research to be aware of these factors and how they may influence a project and to acknowledge the impact of the perspectives of the researcher on the project. The significance of this paper is to provide novice researchers, an understanding of the influence, hidden factors play on the results of qualitative research with particular reference to ethnography

Nursing and midwifery students' stress and coping during their undergraduate education programmes: An integrative review

Objectives: The aim of this review is to examine the literature related to the sources of stress, coping mechanisms and interventions to support undergraduate nursing and midwifery students to cope with stress during their undergraduate education. Design: Integrative literature review. Data Sources: The databases CINAHL, PubMed and PsycINFO were searched for articles published between 2010 and 2016. Search terms in various combinations were used for example; student nurse, student midwife, undergraduate, stress, coping and interventions. Review Methods: An integrative review based on Whittemore and Knafl's approach was used to conduct the review. Results: The search generated 25 articles that met the inclusion criteria. The key sources of stress emanated from clinical, academic and financial issues but predominantly from the clinical environment. Students used a variety of coping strategies, both adaptive and maladaptive. These appear to be influenced by their past and present circumstances such as, their needs, what was at stake and their options for coping. Interventions for student nurses/midwives to cope with stress were varied and in the early stages of development. Mindfulness showed some promising positive results. Interventions focussed on the individual level excluding the wider social context or organisation level. Conclusions: Stress is pervasive in all aspects of undergraduate nursing and midwifery education. Nursing and midwifery educators need to be aware of this impact and provide appropriate support to students in both the clinical and academic environments. Further research is needed to capture the experience of stress from the students' perspective as well as the barriers and facilitators to supporting students from the preceptors'/mentors' perspectives. Finally, more intervention studies are needed to identify and compare what interventions are effective in supporting students to cope with stress during their undergraduate education

SMARTer Discontinuation Trial Designs for Developing an Adaptive Treatment Strategy

Abstract Objective: Developing evidenced-based practices for the management of childhood psychiatric disorders requires research studies that address how to treat children during both the acute phase of the disorder and beyond. Given the selection of a medication for acute treatment, discontinuation trials are used to evaluate the effects of treatment duration (e.g., time on medication) and/or maintenance strategies following successful acute-phase treatment. Recently, sequential multiple assignment randomized trials (SMART) have been proposed for use in informing sequences of critical clinical decisions such as those mentioned. The objective of this article is to illustrate how a SMART study is related to the standard discontinuation trial design, while addressing additional clinically important questions with similar trial resources. Method: The recently completed Child/Adolescent Anxiety Multimodal Study (CAMS), a randomized trial that examined the relative efficacy of three acute-phase treatments for pediatric anxiety disorders, along with a next logical step, a standard discontinuation trial design, is used to clarify the ideas. This example is used to compare the discontinuation trial design relative to the SMART design. Results: We find that the standard discontinuation trial can be modified slightly using a SMART design to yield high-quality data that can be used to address a wider variety of questions in addition to the impact of treatment duration. We discuss how this innovative trial design is ultimately more efficient and less costly than the standard discontinuation trial, and may result in more representative comparisons between treatments. Conclusions: Mental health researchers who are interested in addressing questions concerning the effects of continued treatment (for different durations) following successful acute-phase treatment should consider SMART designs in place of discontinuation trial designs in their research. SMART designs can be used to address these and other questions concerning individualized sequences of treatment, such as the choice of a rescue treatment in case of postacute phase relapse.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/98496/1/cap%2E2011%2E0073.pd

Rapid white matter changes in children with conduct problems during a parenting intervention

Studies report that the microstructural integrity of the uncinate fasciculus (UF; connecting the anterior temporal lobe to the orbitofrontal cortex) is abnormal in adults with psychopathy and children with conduct problems (CP), especially those with high callous-unemotional (CU) traits. However, it is unknown if these abnormalities are 'fixed' or 'reversible'. Therefore, we tested the hypothesis that a reduction in CP symptoms, following a parenting intervention, would be associated with altered microstructural integrity in the UF. Using diffusion tensor imaging tractography we studied microstructural differences (mean diffusivity (MD) and radial diffusivity (RD)) in the UF of 43 typically developing (TD) and 67 boys with CP before and after a 14-week parenting intervention. We also assessed whether clinical response in CP symptoms or CU traits explained changes in microstructure following the intervention. Prior to intervention, measures of MD and RD in the UF were increased in CP compared to TD boys. Following intervention, we found that the CP group had a significant reduction in RD and MD. Further, these microstructural changes were driven by the group of children whose CU traits improved (but not CP symptoms as hypothesized). No significant microstructural changes were observed in the TD group. Our findings suggest, for the first time, that microstructural abnormalities in the brains of children with CP may be reversible following parenting intervention

Coping with stressful events: a pre-post-test of a psycho-educational intervention for undergraduate nursing and midwifery students

Background: Knowledge of coping mechanisms is important for nursing and midwifery students to cope with stressful events during undergraduate education. Objectives: To evaluate the impact of a psycho-educational intervention “Coping with Stressful Events” with first year undergraduate nursing and midwifery students. Design: A quasi-experimental, one-group pre-post-test. Settings: One school of nursing/midwifery in one university in Ireland. Participants: A convenience sample of all first year undergraduate nursing and midwifery students (n = 197). Of these 166 completed the pretest and 138 students completed the post test. Methods: Using the COPE Inventory questionnaire (Carver et al., 1989) data was collected pre and post-delivery of the psycho-educational intervention “Coping with Stressful Events” by two research assistants. Data were analysed using the IBM SPSS Statistics version 22 (NY, USA). Results: Results demonstrated improved coping skills by students. There were statistically significant differences between pre and post intervention for some coping subscales. For example, the mean subscale scores were lower post-intervention for restraint and mental disengagement, and higher for use of emotional and instrumental social support indicating improved coping strategies. Conclusions: This intervention has the potential to influence undergraduate nursing and midwifery students coping skills during their first year of an undergraduate programme

Children and Young People’s Advocacy House North: Final Report

The vision for a children’s advocacy centre in the north of England was first mooted in a Winston Churchill Memorial Trust report (Rowland 2014). Having witnessed the work of the child advocacy movement in the USA, Rowland argued that a UK based children’s advocacy centre would be an exciting and innovative project that could result in real benefits for children in the area in which it was located. He argued that the children’s advocacy centre would fully involve children of all ages in the location, design and service-specification. It would be a place where children could self-refer to get advice and support with a wide range of problems, including physical and mental health, social care, protection, help with relationship difficulties, bullying and schooling. He also acknowledged the importance of co-design and co-production, whereby the children and young people with most to gain from the centre would work with the adults with access to resources (skills and money) to make it happe