Engaging in spaces: How mature distance students fit study into their homes and lives

In order to fit study around family and work, a third of mature aged tertiary students in New Zealand study by distance. By enabling students to study when and where they want, distance study is said to overcome the barriers of space and time. But space and time must still be found and the blurring of the physical boundaries between study and home creates new challenges. While much has been written about how distance students juggle time, little has considered how they manage space; yet it is often the availability of an appropriate learning space that determines not just when and where they study, but the quality of their engagement. This qualitative study, following 19 mature aged distance students and their families through their first semester, examines how the students carved learning spaces from their busy lives, the nature of those spaces, and the impact this had on their engagement. For some, a space without other people was the essential characteristic and they achieved this through either a physical separation strategy such as studying at work, or a temporal separation strategy such as studying only when children were at school. For others, isolation was a barrier to their engagement and they gravitated to shared living spaces. Individual lifeload, context, and personal preference mean there are no right or wrong choices, but family support is a critical influence on the success of different strategies

Modernising the nursing curriculum: older people and nursing students

This article discusses the need for educationalists, students and qualified nursing staff to view working with older people as a positive and rewarding career move

Framing student engagement in higher education

This is an Accepted Manuscript of an article published by Taylor & Francis in Studies in Higher Education on 2011, available online: https://www.tandfonline.com/doi/full/10.1080/03075079.2011.598505Publishe

The Role of Social and Cultural Environment in the Determination of Faith in Islamic Theology

In Arabic the term Ä«mÄ?n is derived from the root "a-m-nâ€?, it is in the "if"alâ€? form and means, "to give confidence to othersâ€?, "to be ensuredâ€?, "to confirm and to acceptâ€?. Verb form "Ä?manaâ€? means "removal of fear and replacing it with confidence. In Islamic terminology the definition of Ä«mÄ?n given in Gabriel hadith in which six principles of Ä«mÄ?n is mentioned similarly the term Ä?mentu, which forms knowledge of catechism, is symbolized to mean Ä«mÄ?n. This is why definitions of Ä«mÄ?n given in many books do not state what Ä«mÄ?n is, instead tell about what to believe in. Generally speaking, the definition of Ä«mÄ?n is given as follows: "Ä«mÄ?n is to confirm (approve)â€?, "Ä«mÄ?n is confirmation in heartâ€?, "Ä«mÄ?n is the contrivance of the heartâ€?, "Ä«mÄ?n is to confirm by heart and to confess by speechâ€?, "Ä«mÄ?n is contrivance in heart and is confession through speechâ€?, "Ä«mÄ?n is confirmation of heart, confession through speech, and performed by deedsâ€?, "Ä«mÄ?n is speech and deedsâ€?. According to Paul Tillich, Ä«mÄ?n is a total and centered act of the personal self, the act of unconditional, infinite and ultimate concern. Briefly Faith is the state of being ultimately concerned. According to the father of all modern Protestant Theology, Schleiermacher, Ä«mÄ?n is the feeling of unconditional dependence. Of course, feeling so defined does not mean in religion what it means in popular psychology. It is not vague and changing, but has a definite content

Maintaining Gauge Symmetry in Renormalizing Chiral Gauge Theories

It is known that the $\gamma_{5}$ scheme of Breitenlohner and Maison (BM) in dimensional regularization requires finite counter-term renormalization to restore gauge symmetry and implementing this finite renormalization in practical calculation is a daunting task even at 1-loop order. In this paper, we show that there is a simple and straightforward method to obtain these finite counter terms by using the rightmost $\gamma_{5}$ scheme in which we move all the $\gamma_{5}$ matrices to the rightmost position before analytically continuing the dimension. For any 1-loop Feynman diagram, the difference between the amplitude regularized in the rightmost $\gamma_{5}$ scheme and the amplitude regularized in the BM scheme can be easily calculated. The differences for all 1-loop diagrams in the chiral Abelian-Higgs gauge theory and in the chiral non-Abelian gauge theory are shown to be the same as the amplitudes due to the finite counter terms that are required to restore gauge symmetry

A Study of the Connection between the Affordable Care Act and the Economic Burden of the US Produced by the Opioid Epidemic

Undergraduate Biomedical Science