Modelling Epsilon Aurigae without solid particles

Three components can be expected to contribute to the emission of epsilon Aurigae. There is a primary F star. There is an opaque disk which occults it, and there is a gas stream which is observed to produce absorption lines. Evidence that the disk is not responsible for the gas stream lines comes both from the radial velocities, which are too small, and from the IR energy distribution out of eclipse, which shows free-free emission that would produce inadequate optical depth in electron scattering. The color temperature of the IR excess can give misleading indications of low temperature material. Free-free emission at 10,000 K between 10 and 20 microns has a color temperature of 350 K. Attempts to mold the system are discussed

The MultiSite Spectroscopic Telescope campaign: 2m spectroscopy of the V361 Hya variable PG1605+072

We present results and analysis for the 2m spectroscopic part of the MultiSite Spectroscopic Telescope (MSST) campaign undertaken in May/June 2002. The goal of the project was to observe the pulsating subdwarf B star PG1605+072 simultaneously in velocity and photometry and to resolve as many of the >50 known modes as possible, which will allow a detailed asteroseismological analysis. We have obtained over 150 hours of spectroscopy, leading to an unprecedented noise level of only 207m/s. We report here the detection of 20 frequencies in velocity, with two more likely just below our detection threshold. In particular, we detect 6 linear combinations, making PG1605+072 only the second star known to show such frequencies in velocity. We investigate the phases of these combinations and their parent modes and find relationships between them that cannot be easily understood based on current theory. These observations, when combined with our simultaneous photometry, should allow asteroseismology of this most complicated of sdB pulsators.Comment: 9 pages, 5 figures, accepted for publication in A&A; Figure 1 at lower resolution than accepted versio

Data specifications for INSPIRE

In Europe a major recent development has been the entering in force of the INSPIRE Directive in May 2007, establishing an infrastructure for spatial information in Europe to support Community environmental policies, and policies or activities which may have an impact on the environment. INSPIRE is based on the infrastructures for spatial information established and operated by the 27 Member States of the European Union. The Directive addresses 34 spatial data themes needed for environmental applications, with key components specified through technical implementing rules. This makes INSPIRE a unique example of a legislative ¿regional¿ approach. One of the requirements of the INSPIRE Directive is to make existing spatial data sets with relevance for one of the spatial data themes available in an interoperable way, i.e. where the spatial data from different sources in Europe can be combined to a coherent result. Since INSPIRE covers a wide range of spatial data themes, the first step has been the development of a modelling framework that provides a common foundation for all themes. This framework is largely based on the ISO 19100 series of standards. The use of common generic spatial modelling concepts across all themes is an important enabler for interoperability. As a second step, data specifications for the first set of themes has been developed based on the modelling framework. The themes include addresses, transport networks, protected sites, hydrography, administrative areas and others. The data specifications were developed by selected experts nominated by stakeholders from all over Europe. For each theme a working group was established in early 2008 working on their specific theme and collaborating with the other working groups on cross-theme issues. After a public review of the draft specifications starting in December 2008, an open testing process and thorough comment resolution process, the draft technical implementing rules for these themes have been approved by the INSPIRE Committee. After they enter into force they become part of the legal framework and European Member States have to implement these rules. The next step is the development of the remaining 25 spatial data themes, which include many themes of interest for the Earth Sciences including geology, meteorological and oceanographic geographic features, atmospheric conditions, habitats and biotopes, species distribution, environmental monitoring facilities, and land cover to name a few. The process will follow in general the same steps as for the first themes and the working groups are expected to start their work in March/April 2010. The first draft specifications for public comment are expected at the end of 2010 and the work is scheduled to be completed in 2012.JRC.DDG.H.6-Spatial data infrastructure

MOLES Information Model

The Metadata Objects for Linking Environmental Sciences (MOLES) model has been developed within the Natural Environment Research Council (NERC) DataGrid project [NERC DataGrid] to fill a missing part of the ¿metadata spectrum¿. It is a framework within which to encode the relationships between the tools used to obtain data, the activities which organised their use, and the datasets produced. MOLES is primarily of use to consumers of data, especially in an interdisciplinary context, to allow them to establish details of provenance, and to compare and contrast such information without recourse to discipline-specific metadata or private communications with the original investigators [Lawrence et al 2009]. MOLES is also of use to the custodians of data, providing an organising paradigm for the data and metadata. The work described in this paper is a high-level view of the structure and content of a recent major revision of MOLES (v3.3) carried out as part of a NERC DataGrid extension project. The concepts of MOLES v3.3 are rooted in the harmonised ISO model [Harmonised ISO model] - particularly in metadata standards (ISO 19115, ISO 19115-2) and the ¿Observations and Measurements¿ conceptual model (ISO 19156). MOLES exploits existing concepts and relationships, and specialises information in these standards. A typical sequence of data capturing involves one or more projects under which a number of activities are undertaken, using appropriate tools and methods to produce the datasets. Following this typical sequence, the relevant metadata can be partitioned into the following main sections ¿ helpful in mapping onto the most suitable standards from the ISO 19100 series. ¿ Project section ¿ Activity section (including both observation acquisition and numerical computation) ¿ Observation section (metadata regarding the methods used to obtained the data, the spatial and temporal sampling regime, quality etc.) ¿ Observation collection section The key concepts in MOLES v3.3 are: a) the result of an observation is defined uniquely from the property (of a feature-of-interest), the sampling-feature (carrying the targeted property values), the procedure used to obtain the result and the time (discrete instant or period) at which the observation takes place. b) an ¿Acquisition¿ and a ¿Computation¿ can serve as the basis for describing any observation process chain (procedure). The ¿Acquisition¿ uses an instrument ¿ sensor or human being ¿ to produce the results and is associated with field trips, flights, cruises etc., whereas the ¿Computation¿ class involves specific processing steps. A process chain may consist of any combination of ¿Acquisitions¿ and/or ¿Computations¿ occurring in parallel or in any order during the data capturing sequence. c) The results can be organised in collections with significantly more flexibility than if one used the original project alone d) the structure of individual observation collections may be domain-specific, in general; however we are investigating the use of CSML (Climate Science Modelling Language) for atmospheric dataJRC.DDG.H.6-Spatial data infrastructure

The development and impact of an endoscopic non-technical skills (ENTS) behavioural marker system

Background: Non-technical skills (NTS) are crucial to effective team working in endoscopy. Training in NTS has been shown to improve team performance and patient outcomes. As such, NTS training and assessment are now considered essential components of the endoscopy quality assurance process. Across the literature, other specialties have achieved this through development of behavioural marker systems (BMS). BMS provide a framework for assessing, training and measuring the NTS relevant to healthcare individuals and team. This article describes the development and impact of a novel BMS for endoscopy: the endoscopic non-technical skills (ENTS) system. Methods: The initial NTS taxonomy for endoscopy was created through a combination of literature review, staff focus groups and semi-structured interviews, incorporating the critical decision method. Framework analysis was conducted with three individual coders and generated a skills list which formed the preliminary taxonomy. Video observation of Bowel Cancer Screening endoscopists was used to identify exemplar behaviours which were mapped to relevant skills in the NTS taxonomy. Behavioural descriptors, derived from video data, were added to form the basis of the ENTS system. Results: A taxonomy of 33 skills in 14 separate categories were identified through framework analysis. Following video analysis and behaviour mapping, 4 overarching categories and 13 behavioural elements were identified which formed the ENTS framework. The endoscopy (directly observed procedural skills) 4-point rating scale was added to create the final ENTS system. Since its development in 2010, the ENTS system has been validated in the assessment of endoscopy for trainees nationally. ENTS informs a number of training initiatives, including a national strategy to improve NTS for all endoscopists. Conclusions: The ENTS system is a clinically relevant tool, validated for use in trainee assessment. The use of ENTS will be important to the future of training and quality assurance in endoscopy

Perceived causes of differential attainment in UK postgraduate medical training: a national qualitative study

Objectives: Explore trainee doctors’ experiences of postgraduate training and perceptions of fairness in relation to ethnicity and country of primary medical qualification. Design: Qualitative semistructured focus group and interview study. Setting: Postgraduate training in England (London, Yorkshire and Humber, Kent Surrey and Sussex) and Wales. Participants: 137 participants (96 trainees, 41 trainers) were purposively sampled from a framework comprising: doctors from all stages of training in general practice, medicine, obstetrics and gynaecology, psychiatry, radiology, surgery or foundation, in 4 geographical areas, from white and black and minority ethnic (BME) backgrounds, who qualified in the UK and abroad. Results: Most trainees described difficult experiences, but BME UK graduates (UKGs) and international medical graduates (IMGs) could face additional difficulties that affected their learning and performance. Relationships with senior doctors were crucial to learning but bias was perceived to make these relationships more problematic for BME UKGs and IMGs. IMGs also had to deal with cultural differences and lack of trust from seniors, often looking to IMG peers for support instead. Workplace-based assessment and recruitment were considered vulnerable to bias whereas examinations were typically considered more rigorous. In a system where success in recruitment and assessments determines where in the country you can get a job, and where work–life balance is often poor, UK BME and international graduates in our sample were more likely to face separation from family and support outside of work, and reported more stress, anxiety or burnout that hindered their learning and performance. A culture in which difficulties are a sign of weakness made seeking support and additional training stigmatising. Conclusions: BME UKGs and IMGs can face additional difficulties in training which may impede learning and performance. Non-stigmatising interventions should focus on trainee–trainer relationships at work and organisational changes to improve trainees’ ability to seek social support outside work

“You can’t be a person and a doctor”. The work-life balance of doctors in training: a qualitative study

Objectives Investigate the work–life balance of doctors in training in the UK from the perspectives of trainers and trainees. Design Qualitative semistructured focus groups and interviews with trainees and trainers. Setting Postgraduate medical training in London, Yorkshire and Humber, Kent, Surrey and Sussex, and Wales during the junior doctor contract dispute at the end of 2015. Part of a larger General Medical Council study about the fairness of postgraduate medical training. Participants 96 trainees and 41 trainers. Trainees comprised UK graduates and International Medical Graduates, across all stages of training in 6 specialties (General Practice, Medicine, Obstetrics and Gynaecology, Psychiatry, Radiology, Surgery) and Foundation. Results Postgraduate training was characterised by work–life imbalance. Long hours at work were typically supplemented with revision and completion of the e-portfolio. Trainees regularly moved workplaces which could disrupt their personal lives and sometimes led to separation from friends and family. This made it challenging to cope with personal pressures, the stresses of which could then impinge on learning and training, while also leaving trainees with a lack of social support outside work to buffer against the considerable stresses of training. Low morale and harm to well-being resulted in some trainees feeling dehumanised. Work–life imbalance was particularly severe for those with children and especially women who faced a lack of less-than-full-time positions and discriminatory attitudes. Female trainees frequently talked about having to choose a specialty they felt was more conducive to a work–life balance such as General Practice. The proposed junior doctor contract was felt to exacerbate existing problems. Conclusions A lack of work–life balance in postgraduate medical training negatively impacted on trainees' learning and well-being. Women with children were particularly affected, suggesting this group would benefit the greatest from changes to improve the work–life balance of trainees

Pan-European grading scales: lessons from national systems and the ECTS

This article assesses the impact of the Bologna Process on the grading schemes of EU member countries. In light of some problems regarding the implementation of the European Credit Transfer system (ECTS), the author proposes further reforms and offers some elements of a unified grading system for European higher education. The author explores the variation among Europe’s grading systems and the resulting lessons learned are shared here. Lastly, this article also argues that principles of justice and fairness, deemed central to academic freedom, are best upheld by the use of a unified grading system at national and European levels