49 research outputs found

    Auroral Plasma Lines: A First Comparison of Theory and Experiment

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    In this preliminary report on low-energy (0.3 to 3 eV) secondary electrons in the auroral E layer (90 to 150 km), we compare intensities of plasma lines observed with the Chatanika radar to theoretical predictions obtained from a detailed numerical model. The model calculations are initiated with a flux of energetic auroral primary electrons which enter the atmosphere and lose energy to electrons, ions, and neutrals through a combination of elastic and inelastic collisions. This flux is chosen in order that the total calculated ionization rate matches one that is deduced from the radar measurements. From these same calculations the steady state secondary electron flux is deduced as a function of altitude, energy, and pitch angle. This flux is used to calculate plasma line intensities which are then compared with observed intensities. Initial comparisons suggest that the plasma line theory, when applied to low altitudes, must include the effect of electron-neutral collisions. When this is done, the good agreement obtained between theory and experiment indicates the promise of this approach for the study of low-energy auroral electrons

    Ionospheric Currents and F-Region Plasma Boundaries Near the Dayside Cusp

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    Observational evidence of the location of a dayside high‐latitude ionospheric current (DPY current) with respect to the different regimes of the high‐latitude magnetosphere is obtained by analyzing data from the magnetometer chain along the west coast of Greenland in conjunction with simultaneous measurements from the newly established incoherent‐scatter radar facility at Sondre Stromfjord. The latitudinal location of the DPY current is compared with the location of the maximum F‐region electron temperature and with the location of the plasma convection reversal from sunward to antisunward. The maximum in the F‐region electron temperature roughly coincides with the velocity reversal boundary, while the DPY current is always located more poleward, penetrating deep into the polar cap. When UT variations are examined, a correlation of 70 to 80 percent is found between the three locations

    Technology-delivered undergraduate medical education involving patients and carers: A rapid systematic review

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    Background: Involving patients and carers in medical education centralises their voice in healthcare and supports students to develop key professional and person-centred skills. Medical schools are increasingly using technology to deliver educational activities. No review currently exists to establish the variety of technologies and their uses in undergraduate medical education when patients and/or carers are involved. / Methods: Ovid MEDLINE, Ovid EMBASE and medRxiv were searched in October 2020 and reference lists of key articles were hand searched. Eligible studies reported technology-assisted education, in any setting, involving authentic patients and/or carers. Studies in foreign languages, or describing actors or non-authentic patients were excluded. Study quality was assessed using the Mixed Methods Appraisal Tool (MMAT). Levels of patient involvement were assessed using Towle et al (2010) taxonomy. / Results: Twenty studies were included. The majority involved patients and/or carers via pre-recorded videos or online scenarios, with no student-interaction. Four studies evaluated remote consultations using telehealth technology, involving real-time interactions with authentic patients. Technology-supported teaching sessions involving patients and/or carers were found to be acceptable to students, educationally valuable (to students and educators), and enhanced student engagement, patient-centred attitudes, knowledge of specific patient groups, and communication and clinical skills. Two studies describing real-time remote interactions with authentic patients indicated potential barriers for students (reduced ability to build relationship with patients and examine them), educators (reduced ability to build rapport with students) and patients (issues with using or accessing telehealth). / Conclusions: No studies directly measured the perspective of patients or carers involved in technology-delivered medical education. Future research should establish barriers and facilitators to patients and carers taking up a role in medical students education when technology is used, and evaluate PPI activities at Levels 3 and above as described by Towle et al taxonomy
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