The overtone spectrum of carbonyl sulfide in the region of the nu(1)+4 nu(3) and 5 nu(3) bands by ICLAS-VECSEL

The high-resolution overtone spectrum of OCS has been recorded in the region of the v(1) + 4v(3) and 5v(3) bands by intracavity laser absorption spectroscopy based on an optically pumped vertical external cavity surface emitting laser (VECSEL). The extremely weak v(1) - 4v(3) band at 8954.87cm(-1) was found to be isolated. The 5v(3) band at 10080.91 cm(-1) is accompanied by two weaker bands at 9933.53 and 10114.02 cm(-1) assigned to the 12(0)4-00(0)0 and 04'4-00'0 bands, respectively. In addition, the 01(1)5-01(1)0 hot band was detected together with the extremely weak band heads of the R branch of the 02(0,2)5-02(0,2)0 hot bands. Finally, the 5v(3) band of the (OCS)-O-16-C-12-S-34 minor isotopomer, present in natural abundance in the sample, was also observed and rotationally analyzed. Effective state parameters could be retrieved by standard band-by-band rotational fitting of the line positions, leading to a typical rms of 0.006cm(-1). The observed line positions were compared to the predictions of the global model described by Rhaibi et al. [J. Mol. Spectrosc. 191 (1998) 32-44]. In general, the agreement is excellent, close to the experimental uncertainty (0.01 cm(-1)) thus confirming the high predictive ability of this effective Hamiltonian model. Weak but significant deviations up to 0.1cm(-1) were, however, identified for two rotational levels of the highly excited 2,16(0),0 dark state, observed through a local interaction with the 0005 state. In the case of the (OCS)-O-16-C-12-S-34 isotopomer, the predicted line wavenumbers of the 5v(3) band were globally overestimated by about 0.04cm(-1). The new data have been included in the corresponding global model, leading to almost unchanged values of the molecular parameters and a statistical agreement with the experiment. (C) 2003 Elsevier Science (USA). All rights reserved

Educating clinical educators: Using a model of the experience of being a clinical educator

Background: Clinical educators are expected to prepare students to be competent beginning practitioners, ready to enter the workforce and meet the demands of competent practice. As part of ensuring the quality of clinical education, universities that provide these programs need to be involved in the education and support of clinical educators. In this paper we examine the preparation and professional development of clinical educators based on research into the experiences of being a clinical educator (McAllister 2001). Methods: The research approach involved a blend of hermeneutic phenomenology and narrative inquiry. In-depth interviews were conducted with five speech pathologists in Australia. Data were analysed using a phenomenological analysis process. Results: Recurrent themes in the research were represented by 12 themed stories to richly portray participants’ experiences of being clinical educators. An example is provided in this paper. The research produced a model of The Experience of Being a Clinical Educator. The six dimensions of this model are: a sense of self, of self-identity; a sense of relationship with others; a sense of being a clinical educator; a sense of agency or purposeful action; dynamic self-congruence; and the experience of growth and change. Conclusion: Becoming and being a clinical educator is a developmental process, mirroring in some ways the developmental process clinical educators strive to facilitate for their students. This journey of growth and development as a clinical educator requires active learning approaches coupled with reflection on one’s practice as a clinical educator. The model can be used to educate clinical educators in speech pathology and other professions, given the commonalities in clinical educators’ roles across professions. Interactive and reflective strategies are presented in the paper for the development and support of clinical educators across the continuum from novice to professional artist