Comparing distance education and conventional education: Observations from a comparative study of post‐registration nurses

This retrospective study presents a comparison of assessment results achieved by distance‐learning students and classroom‐based students undertaking the same module in a degree course. The purpose of the comparison is to provide some objective measurement of the quality of distance education in relation to conventional classroom‐based education. The authors have selected three groups of students, who have all undertaken the same module in the B. Sc Health Studies degree programme offered by the University of Paisley. One group (in Paisley) undertook their studies by means of conventional classroom‐based education, the second (in Hong Kong) by supported distance learning with face‐to‐face contact in the form of tutorials, and the third (in a geographically dispersed group in the United Kingdom and other countries) by supported distance learning with no face‐to‐face contact. The results obtained by these three groups of students were analysed. Because of the differences in the size of the groups, the Kruskal‐ Wallis 1‐ Way Anova test was applied to validate the face value findings. The authors include findings from the literature comparing distance education with conventional education and from cross‐cultural studies to present their data in context. Analysis of the assessment results showed that students from all three groups were successful in their studies, but the students studying by distance learning obtained significantly higher end‐of‐module results than their classroom‐based colleagues. This latter finding reflects the conclusion that other investigators have reached In their discussion the authors identify educational, cultural and personal factors that may help to explain their findings. A limitation in the study is that it concerns only one module in the degree programme. The research now moves on to comparing students who have undertaken the whole degree programme by the means describe

The potential for Assemblage thinking in population geography : assembling population, space and place

ACKNOWLEDGEMENTS This paper is output from an Economic and Social Research Council Award (Reference 1506438) funded in partnership with Marine Scotland, The Scottish Government. We would like to extend our thanks to both Allan and Anne Findlay for invaluable conversations during the development of this paper. We are also extremely grateful to the Editor and anonymous reviewers for their insightful suggestions in improving our argument throughout the drafts of this paper.Peer reviewedPublisher PD

Impact of the microcomputer on student attitudes in the first MIS course

This article examines various learning styles relative to computer use. The learning theories discussed are: (1) Productive thinking, (2) Creative thinking, (3) Attention directing, (4) Learning strategies, (5) No

Locally Advanced Cancer of the Esophagus, Current Treatment Strategies, and Future Directions

For patients with locally advanced esophageal cancer no clear standard of care exists. Notwithstanding several negative phase III studies the data provide support for so-called trimodality treatment and this is probably the most common approach. Even the role of surgery has been questioned. These alternative approaches are set against a changing epidemiological background whereby adenocarcinoma has become the predominant tumor type, at least in the western world. In recent times an emphasis has been placed on the better selection of patients, predominantly based on data that shows a markedly improved survival in those who exhibit a response to neo-adjuvant therapy. In this article we review the major studies and discuss new approaches to the management of patients with locally advanced cancer of the esophagus

A review of the positive impact of a Self Administered Motivational Instrument (SAMI) on Deep and Strategic approaches to study and on academic attainment

This research concerns the wider context of behaviour change and approaches to study among students in higher education. Drawing on the counselling approach known as motivational interviewing, a Self Administered Motivational Instrument (SAMI) has been designed in which students take decisions about changing their approaches to study. Motivational interviewing has been demonstrated to positively influence a range of behaviours, including alcohol- and drug misuse and weight loss. The SAMI is paper-based and as the name suggests is self-administered. Within the SAMI, students are asked to rate their academic performances if they continue to study as they are and if they change their study approaches. These questions were designed to stimulate ambivalence, if warranted, over current study approach. This is also engendered by asking students to complete the reliable, valid and relatively brief deep and strategic components of a shortened version of the RASI learning-style instrument (Duff, 1997). This shortened RASI is known as the DRASI. The SAMI has been tested in a controlled study with 328 first, second and third year university students in Scotland, UK. In this paper the design of the SAMI and the controlled study are reported. The main conclusions are: - When the SAMI is applied, approaches to study change. In particular, there was an on-average increase in strategic approaches to learning. Further, greater strategic scores among those who completed the SAMI, were associated with a greater likelihood of attaining the top two grades of A or B1. Thus, in line with applications of brief motivational interventions in other areas, there is evidence of effectiveness. - A small to moderate effect size of 0.32 was noted for strategic scores within the intervention group. Teachers, students and policy makers might regard this as a reasonable return for a low cost, easily administered intervention. Further research is required to assess if similar outcomes occur when the SAMI is applied in different academic environments, with or without support from academic staff, over longer periods and using different media, such as electronic delivery.div_BaMAdair, J. (1997) Decision making and problem solving. London: Institute of Personnel and Development. Duff, A. (1997) A note on the reliability and validity of a 30-item version of Entwistle and Tait's revised approaches to studying inventory. British Journal of Educational Psychology, 67, 529-539. Duffy, T. (1994) Brief interventions and their role in relation to more intensive treatment of alcohol problems. Scotland: Greater Glasgow Health Board, Health Promotion Department. Duffy, T. (2005) Improving Approaches to Study using a Self Administered Motivational Instrument (SAMI)'. Paisley: University of Paisley. Duffy, T. and Rimmer, R. (2008) Improving Students' Motivation to Study. A Photocopiable Resource for Lecturers in FE and HE. Exeter: Reflect Press. Hosmer, D. and Lemeshow, S. (2000) Applied logistic regression, 2nd edition. New York: Wiley. LSDA (2003) Learner motivation and barriers to participation in post-16 learning: A brief review of the literature. London: Learning and Skills Development Agency. LSRC (2004) Learning styles for post-16 learners. What do we know? London: Learning and Skills Research Centre. Miller, W.R. and Rollnick, S. (2002) Motivational interviewing: Preparing people for change, 2nd edition. New York: Guildford Press. Rollnick, S. and Miller, W.R. (1995) What is MI? Behavioural and Cognitive Psychotherapy, 23, 325-334. Tait, H. and Entwistle, N.J. (1996) Identifying students at risk through ineffective study strategies. Higher Education, 31, 97-116. Tait, H., Entwistle, N.J and Mc Cune, V. (1998) ASSIST: a reconceptualisation of the Approaches to Studying Inventory. In C. Rust (Ed.) Improving students as learners. Oxford: Oxford Brookes University, The Oxford Centre for Staff and Learning Development. Whetten, D. and Cameron, K. (2002) Developing management skills. Upper Saddle River: Prentice Hall.5pub657pub

Review of the integrity of a Self Administered Motivational Instrument

BackgroundMotivational interviewing (MI) was developed by Miller and Rollnick as an evidence-based counselling approach for use in supporting people with alcohol problems. Over the years the principles and spirit of MI have been reviewed and fine-tuned and the approach has been embraced by practitioners worldwide and across fields.Since 2001 a number of instruments have been designed to evaluate the fidelity of MI practice. For the purposes of this study, one such instrument is used to assess a self-administered motivational instrument, known as the SAMI, which takes the interviewer role.ObjectivesThe SAMI is evaluated against the MITI 3.1.1, which is designed to assess the extent to which MI interventions perform on five global dimensions. These are evocation, collaboration, autonomy/support, direction and empathy.DesignThe SAMI was assembled based on the principles and spirit of MI, problem solving and goal-setting. The targeted behaviour changes were student learning styles and approaches to study.SettingThe SAMI was distributed, completed and submitted electronically via the university virtual learning environment.ParticipantsThirty three mature students of a university which delivered online nursing programme were invited to complete the SAMI. Of these, 25 submitted completed transcripts.MethodsTranscripts of a sample of six completed SAMIs were assessed by a group of teachers and researchers with experience in the use and evaluation of MI, using five-point Likert scales to assess the SAMI on the five dimensions.ResultsOverall, an average score exceeding 4.5 was attained across the five dimensions. Conventionally, such a score is recognised as competency in MI. However, on one dimension (empathy), the rating was three.ConclusionsThis current research confirms that global principles have been observed in the online delivery of MI using the SAMI to probe approaches to study

Role of the type VI secretion systems during disease interactions of Erwinia amylovora with its plant host

Background: Type VI secretion systems (T6SS) are widespread among Gram-negative bacteria and have a potential role as essential virulence factors or to maintain symbiotic interactions. Three T6SS gene clusters were identified in the genome of E. amylovora CFBP 1430, of which T6SS-1 and T6SS-3 represent complete T6SS machineries, while T6SS-2 is reduced in its gene content. Results: To assess the contribution of T6SSs to virulence and potential transcriptomic changes of E. amylovora CFBP 1430, single and double mutants in two structural genes were generated for T6SS-1 and T6SS-3. Plant assays showed that mutants in T6SS-3 were slightly more virulent in apple shoots while inducing less disease symptoms on apple flowers, indicating that T6SSs have only a minor effect on virulence of E. amylovora CFBP 1430. The mutations led under in vitro conditions to the differential expression of type III secretion systems, iron acquisition, chemotaxis, flagellar, and fimbrial genes. Comparison of the in planta and in vitro transcriptome data sets revealed a common differential expression of three processes and a set of chemotaxis and motility genes. Additional experiments proved that T6SS mutants are impaired in their motility. Conclusion: These results suggest that the deletion of T6SSs alters metabolic and motility processes. Nevertheless, the difference in lesion development in apple shoots and flower necrosis of T6SS mutants was indicative that T6SSs influences the disease progression and the establishment of the pathogen on host plants

Transcriptional profile of Salmonella enterica subsp. enterica serovar Weltevreden during alfalfa sprout colonization

Sprouted seeds represent a great risk for infection by human enteric pathogens because of favourable growth conditions for pathogens during their germination. The aim of this study was to identify mechanisms of interactions of Salmonella enterica subsp. enterica Weltevreden with alfalfa sprouts. RNA-seq analysis of S. Weltevreden grown with sprouts in comparison with M9-glucose medium showed that among a total of 4158 annotated coding sequences, 177 genes (4.3%) and 345 genes (8.3%) were transcribed at higher levels with sprouts and in minimal medium respectively. Genes that were higher transcribed with sprouts are coding for proteins involved in mechanisms known to be important for attachment, motility and biofilm formation. Besides gene expression required for phenotypic adaption, genes involved in sulphate acquisition were higher transcribed, suggesting that the surface on alfalfa sprouts may be poor in sulphate. Genes encoding structural and effector proteins of Salmonella pathogenicity island 2, involved in survival within macrophages during infection of animal tissue, were higher transcribed with sprouts possibly as a response to environmental conditions. This study provides insight on additional mechanisms that may be important for pathogen interactions with sprouts

Sexual behaviour of Kiribati seafarers: second generation surveillance in 2005 and 2008

High-risk sexual activity, including engaging in transactional sex, concurrent sexual partnerships, and inconsistent condom use, increases the risk of infection with HIV and other sexually transmitted infections (STI). The demands of seafaring, such as long periods spent away from home, and the availability of commercial sex around seaports, can contribute to a culture of high-risk activity such as multiple casual sexual encounters and poor condom use. In 2005 and 2008, the Kiribati Ministry of Health conducted HIV and STI prevalence and behaviour surveys among seafarers. The results suggest that, while knowledge of HIV prevention and transmission improved from 2005 to 2008, this did not correlate with reduced levels of risky sexual activity in the same period. These findings suggest that HIV and STI prevention programs must extend beyond providing information, and testing and treatment facilities, towards implementing strategies that encourage and support safer sexual behaviours amongst seafarers and their partners, in particular transactional sex partners. (Int Marit Health 2010; 61; 4: 195-200

Complete genome sequence of the fire blight pathogen Erwinia pyrifoliae DSM 12163T and comparative genomic insights into plant pathogenicity

Smits THM, Jaenicke S, Rezzonico F, et al. Complete genome sequence of the fire blight pathogen Erwinia pyrifoliae DSM 12163(T) and comparative genomic insights into plant pathogenicity. BMC Genomics. 2010;11(1): 2.Background: Erwinia pyrifoliae is a newly described necrotrophic pathogen, which causes fire blight on Asian (Nashi) pear and is geographically restricted to Eastern Asia. Relatively little is known about its genetics compared to the closely related main fire blight pathogen E. amylovora. Results: The genome of the type strain of E. pyrifoliae strain DSM 12163(T), was sequenced using both 454 and Solexa pyrosequencing and annotated. The genome contains a circular chromosome of 4.026 Mb and four small plasmids. Based on their respective role in virulence in E. amylovora or related organisms, we identified several putative virulence factors, including type III and type VI secretion systems and their effectors, flagellar genes, sorbitol metabolism, iron uptake determinants, and quorum-sensing components. A deletion in the rpoS gene covering the most conserved region of the protein was identified which may contribute to the difference in virulence/host-range compared to E. amylovora. Comparative genomics with the pome fruit epiphyte Erwinia tasmaniensis Et1/99 showed that both species are overall highly similar, although specific differences were identified, for example the presence of some phage gene-containing regions and a high number of putative genomic islands containing transposases in the E. pyrifoliae DSM 12163T genome. Conclusions: The E. pyrifoliae genome is an important addition to the published genome of E. tasmaniensis and the unfinished genome of E. amylovora providing a foundation for re-sequencing additional strains that may shed light on the evolution of the host-range and virulence/pathogenicity of this important group of plant-associated bacteria