John Baillie on the theology of revelation

In his article, Daniel Valentine examines John Baillie’s book, The Idea of Revelation in Recent Thought from the formal perspective of broader historical theology. He sets out the two main topics of Baillie’s study – first, the relation of reason and revelation, and second, propositional views of revelation. Valentine follows Baillie’s thought through to its main conclusions, indicating that Baillie had, perhaps, failed to set his study of these problems in the broader historical context of theological tradition. This paper offers an introduction to the variety of perspectives concerning revelation.Publisher PD

Microstructure and mechanical properties of bulk yttria-partially-stabilized zirconia

A commercially available bulk 4.5 mole percent yttria-(Y2O3) partially stabilized zirconia (PSZ) was studied by light microscopy, X-ray analysis, microhardness measurement, and fracture toughness testing. The growth of the precipitates and the phase transformations were studied as a function of aging in air at 1500 C. Aging curves were constructed for both the as received and the solution annealed and quenched materials; the curves showed hardness peaks at 1397 and 1517 Kg/sq mm respectively. The rectangular plate shaped tetragonal precipitates were found to have a 110 habit plane. A total of twelve different types of tetragonal precipitates were found. Grinding of the Y2O3 PSZ into powder did not cause a significant amount of metastable tetragonal precipitates to transform into the monoclinc phase, thus indicating that transformation toughening is not a significant mechanism for the material

Microstructure and mechanical properties of bulk and plasma-sprayed y2O3-partially stabilized zirconia

Bulk 8.0 weight percent yttria partially stabilied zirconia (PSZ) was studied by light microscopy, transmission electron microscopy, X-ray analysis, microhardness testing, and fracture toughness testing. The as received PSZ contained spheroidal and grain boundary precipitates up to 4 micrometers in size. Spheroids up to 1.26 micrometers were metastable tetragonal; large spheroids were monoclinic. Grinding the PSZ into powder did not cause a significant amount of tetragonal to transform to monoclinic. This indicates that transformation toughness is not a significant mechanism in PSZ. Aging the PSZ at 1500 C caused the fine tetragonal precipitates to grow from 0.06 to 0.12 micrometers, in 250 minutes. A peak hardness of 1400 kg/sq mm was attained after 50 minutes. Solution annealing and quenching the as received PSZ eliminated the large precipitates, but fine tetragonal precipitates reformed on quenching. Aging at 1500 C caused the fine 0.02 micrometers tetragonal precipitates to grow into plates about 0.10 by 0.50 micrometers. A peak hardness of 1517 kg/sq mm was obtained after 250 minutes. On further aging, monoclinic percipitates formed along grain boundaries. The fracture toughness of the aged and unaged solution annealed and quenched PSZ was found to be between 2 and 3 MN /square root of m cubed. This range of fracture toughness is consistent with PSZ's that do not undergo transformation toughening

John Baillie on the theology of revelation

In his article, Daniel Valentine examines John Baillie’s book The Idea of Revelation in Recent Thought from the formal perspective of broader historical theology. He sets out the two main topics of Baillie’s study – first, the relation of reason and revelation, and second, propositional views of revelation. Valentine follows Baillie’s thought through to its main conclusions, indicating that Baillie had, perhaps, failed to set his study of these problems in the broader historical context of theological tradition. This paper offers an introduction to the variety of perspectives concerning revelation

Microrheology with optical tweezers: data analysis

We present a data analysis procedure that provides the solution to a long-standing issue in microrheology studies, i.e. the evaluation of the fluids' linear viscoelastic properties from the analysis of a finite set of experimental data, describing (for instance) the time-dependent mean-square displacement of suspended probe particles experiencing Brownian fluctuations. We report, for the first time in the literature, the linear viscoelastic response of an optically trapped bead suspended in a Newtonian fluid, over the entire range of experimentally accessible frequencies. The general validity of the proposed method makes it transferable to the majority of microrheology and rheology techniques

Faktor-faktor yang Mendasari Pengambilan Keputusan Petani Tebu Bermitra dengan PG. Djatiroto

Bahan baku tebu di PG. Djatiroto diperoleh dari tebu milik sendiri (TS) dan tebu rakyat (TR) melaui sistem kemitraan kerjasama bagi hasil dengan petani. Penelitian bertujuan untuk: (1) mengetahui faktor-faktor yang mendasari pengambilan keputusan petani tebu bermitra dengan PG. Djatiroto, (2) perbedaan pendapatan petani tebu yang bermitra dan petani tebu yang tidak bermitra dengan PG. Djatiroto. Metode pengambilan contoh menggunakan Proportionate stratified random sampling. Data yang digunakan adalah data primer dan data sekunder. Data dianalisis menggunakan Regresi Logistik dan Independent sample t-test. Hasil penelitian menunjukkan: (1) faktor yang berpengaruh nyata terhadap pengambilan keputusan petani tebu bermitra dengan PG. Djatiroto adalah faktor pengalaman dengan nilai signifikansi sebesar 0,092, faktor pendapatan dengan nilai signifikansi sebesar 0,036, dan faktor jumlah anggota keluarga dengan nilai signifikansi sebesar 0,068 sedangkan faktor umur dan pendidikan berpengaruh tidak nyata terhadap pengambilan keputusan petani tebu bermitra dengan PG. Djatiroto; (2) terdapat perbedaan pendapatan antara petani tebu yang bermitra dan petani tebu yang tidak bermitra dengan PG. Djatiroto dengan nilai signifikansi sebesar 0,002, pendapatan petani tebu yang bermitra lebih besar dari pada pendapatan petani tebu yang tidak bermitra dengan PG. Djatiroto. Rata-rata pendapatan petani tebu yang bermitra sebesar Rp. 25.822.092/ha/tahun sedangkan rata-rata pendapatan petani tebu yang tidak bermitra sebesar RP. 20.010.176/ha/tahun

Developing clinical leadership: a co-operative inquiry approach to evaluate the benefits of an action learning set with nursing consultants in England.

Background: As three new Consultant nurses joined two established consultants on the staff of one District General Hospital in the south of England, it was believed that an action learning set (ALS) would offer peer support to enable them to succeed. The aim is to evaluate the lessons learned from the ALS focusing on their leadership. Methodology: Co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles were completed of four phases of discussion, reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst they had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and were keen to retain their peer support to ensure its sustainability. Conclusion: The outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. References: Department of Health (1999) Making a Difference. Strengthening the Nursing, Midwifery and Health Visiting Contribution to Health and Healthcare. Department of Health, London. Drennan V. and Goodman C. (2011) Sustaining innovation in the healthcare workforce: A case study of community nurse consultant posts in England. BMC Health Services Research, 11:200 accessed from http://www.biomedcentral.com/1472-6963/11/200 on 23.1.15 Heron J. and Reason P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In: Reason P. & Bradbury H. (2001) (Editors) Handbook of Action Research: Participative Inquiry & Practice. Chapter 16, Sage Publications, London Learning objectives: The learner will be able to : Understand the importance of action learning sets in supporting and empowering self and others in their clinical leadership. Recognise the value of a co-operative inquiry methodology to learn collaboratively from peers as clinical leaders to enhance their practice. Purpose of the presentation; The purpose of the presentation is to share the lessons learned from using a co-operative inquiry methodology to understand collaboratively and more fully the lessons learned from a year’s Action Learning Set focused on the leadership development for five non-medical consultants and nursing professor. Target audience for the presentation: The target audience is anticipated to be educationalists, senior nurses and nurse researchers. Key Words: Nurse leadership, co-operative inquiry, nurse consultant

Clinical leadership: evaluating the benefits of action learning using co-operative inquiry

Background: Developing clinical leadership, to ensure the culture of care is strengthened, is the thrust of the ‘leading with compassion’ campaign by the English National Health Service (NHS) (NHS England, 2014). Senior clinicians are charged with invigorating compassionate leadership yet the roles of nurse and therapist consultants the most senior clinical role in the UK healthcare system, are often solitary ones, in which they are expected to embrace a myriad of responsibilities and where there continues to be ambiguity about their role and scope of practice. In such exposed positions in any healthcare system from a global perspective, consultant nurses and therapists are vulnerable to the vagaries of the demands made upon them and the need to strive ever harder to improve the quality of services and patient care (McIntosh & Tolson 2008). Mentorship can be seen as a way of supporting clinicians, even on a global exchange system but a system (Buckner et al 2015) where the consultants can support themselves through action learning (McGill & Beaty 2001) reinforces their commitment to each other and to the potential benefit of their organisation. The aim is to evaluate the effectiveness of an action learning set (ALS) to enhance clinical leadership and extend their scope and confidence more strategically Methodology: Using an approach advocated by Heron & Reason (2001), co-operative inquiry is a way of researching with rather than on people, of working with those who have similar interests and who wish to collectively understand their world and create new ways of exploring it. This approach helps also to learn how to change and enhance our working practices. With all active subjects fully involved as co-researchers in all research decisions, three cycles have been completed of four phases of discussion of reflection, analysis and action. The process is planned to last for 18 months. Data were analysed thematically. Findings: Four themes began to emerge from the data: development of scholarship, responding to changing need, extending networks and empowerment in role. Whilst the consultants had grown considerably in confidence in their leadership role, they did not feel that collectively they fully embraced the four dimensions prescribed by the Department of Health for the role. Nevertheless, the co-operative inquiry helped them realise how much they had gained from their collective learning in the group (ALS) and how, from the group they feel empowered to lead. The ALS has enabled them to remain focused and reflect critically both personally and within the group. Their reflections helped them value the importance of the role for the organisation, their credibility within the organisation and they have been keen to retain their peer support to ensure its sustainability. Conclusion: Whilst their motivation to ‘make a difference’ remains palpable, the outcomes of the co-operative inquiry included an enhanced understanding of the importance of openness and trust of each other and a willingness to share and learn from each other in a respectful and confidential environment with a receptiveness to change. They believe that they are more aware of their influence on others and feel more able to challenge their medical colleagues with greater conviction and now have a recognised voice within the organisation. Clinical relevance: Time away from their clinical responsibilities to consider improvement of issues challenging these autonomous practitioners has proved invaluable to the improvement of their specialist services and enhanced the confidence of those new to role. Additionally, this collaboration has improved communication across the organisation, enhanced their strategic leadership capability and given confidence to disseminate externally. Key words: leadership, action learning, co-operative inquiry, Words: 569 3 Bullet points as to how your work contributes to knowledge development in the selected theme: • The value of action learning sets for consultant therapists using a co-operative inquiry approach can lead to further empower individuals to address the complex problems in practice and lead to change. • Co-operative inquiry has been a powerful tool to engage these senior consultants in a number of cycles of reflection and evaluation, researching with each other and experiencing first hand the value of the ALS to each of them individually. • Action learning sets can help senior clinicians, early on in their leadership role, take ownership of their complex problems and commit to each other by supporting their development of creative thinking and problem solving. References: Bell M., Coen E., Coyne-Nevin A., Egenton R., Ellis A. and Moran L. (2007) Experience of an action learning set. Practice Development in Health Care 6(4) 232-241. Buckner, E.B., Anderson D.J., Garzon, N., Hafsteinsdottir, T.B., Lai, C. and Roshan, R. (2014) Perspectives on global nursing leadership: international experiences from the field. International Nursing Review, 61, 463-471. Heron, J. & Reason, P. (2001) The Practice of Co-operative Inquiry: Research ‘with’ rather than ‘on’ People. In Reason, P. & Bradbury, H. (editor) Handbook of Action Research: Participative Inquiry & Practice, pp179 -188. Sage, London Jackson C. and Thurgate C. (2011) Action learning: maximising learning in the workplace. British Journal of Healthcare Assistants, 5(9), 454-456. McGill I. And Beaty L. (2001) Action Learning: A Guide for Professional, Management and Educational Development (2nd edition). London, Kogan Page. McIntosh J. and Tolson D. (2008) Leadership as part of the nurse consultant role; banging the drum for patient care. Journal of Clinical Nursing 18, 219-227. NHS England (2014) Building and Strengthening Leadership: Leading with Compassion. NHS England, Accessed at https://www.england.nhs.uk/wp-content/uploads/2014/12/london-nursing-accessible.pdf on 22.1.16 Young S., Nixon E., Hinge D., McFadyen J., Wright V., Lambert P., Pilkington C. and Newsome C. (2009) Action learning: a tool for the development of strategic skills for Nurse Consultants? Journal of Nursing Management, 18, 105-110

The consultant practitioner: an evolving role to meet changing NHS needs.

Since the introduction of the consultant practitioner role, with its huge variability in purpose and context, it has had to evolve in response to the changing needs of the NHS to achieve sustainability and transformation of services. AIM: This article reflects on the relevance of the consultant practitioner role and the impact of an action learning set in hastening its evolution in one NHS foundation trust. METHOD: From a process of collective critical reflection on their practice, six consultant practitioners analysed the impact they have had on influencing services and empowerment of their patients. Additionally, they have analysed the impact of an externally facilitated action learning set as a catalyst for change. RESULTS: All six consultant practitioners recognised that working together through the learning set enabled them to be more influential and effective. It encouraged them to share their experiences of continuous service improvement and crystalised their views on the impact they have had in delivering the organisation's vision. CONCLUSION: From their critical reflection, the six consultant practitioners acknowledged the influence of the action learning set on accelerating their confidence and competence to lead, and evaluating new models of care delivery at scale and pace. They recognised how far they have travelled in achieving the four dimensions of the role and ultimately their impact on their local sustainability and transformation plan (STP) and their trust's vision