History, Play, and the Public: Wikipedia in the University Classroom

A lesson plan is provided that describes a student group activity project on the use of Wikipedia in university-level history education, including having students write and edit Wikipedia articles

History, Play, and the Public: Wikipedia in the University Classroom

A lesson plan is provided that describes a student group activity project on the use of Wikipedia in university-level history education, including having students write and edit Wikipedia articles

Effect of Vascepa (icosapent ethyl) on progression of coronary atherosclerosis in patients with elevated triglycerides (200-499 mg/dL) on statin therapy: Rationale and design of the EVAPORATE study.

Despite reducing progression and promoting regression of coronary atherosclerosis, statin therapy does not fully address residual cardiovascular (CV) risk. High-purity eicosapentaenoic acid (EPA) added to a statin has been shown to reduce CV events and induce regression of coronary atherosclerosis in imaging studies; however, data are from Japanese populations without high triglyceride (TG) levels and baseline EPA serum levels greater than those in North American populations. Icosapent ethyl is a high-purity prescription EPA ethyl ester approved at 4 g/d as an adjunct to diet to reduce TG levels in adults with TG levels >499 mg/dL. The objective of the randomized, double-blind, placebo-controlled EVAPORATE study is to evaluate the effects of icosapent ethyl 4 g/d on atherosclerotic plaque in a North American population of statin-treated patients with coronary atherosclerosis, TG levels of 200 to 499 mg/dL, and low-density lipoprotein cholesterol levels of 40 to 115 mg/dL. The primary endpoint is change in low-attenuation plaque volume measured by multidetector computed tomography angiography. Secondary endpoints include incident plaque rates; quantitative changes in different plaque types and morphology; changes in markers of inflammation, lipids, and lipoproteins; and the relationship between these changes and plaque burden and/or plaque vulnerability. Approximately 80 patients will be followed for 9 to 18 months. The clinical implications of icosapent ethyl 4 g/d treatment added to statin therapy on CV endpoints are being evaluated in the large CV outcomes study REDUCE-IT. EVAPORATE will provide important imaging-derived data that may add relevance to the clinically derived outcomes from REDUCE-IT

Making a Third Space for Student Voices in Two Academic Libraries

When we think of voices in the library, we have tended to think of them as disruptive, something to control and manage for the sake of the total library environment. The stereotype of the shushing librarian pervades public perception, creating expectations about the kinds of spaces libraries want to create. Voices are not always disruptive, however. Indeed, developing an academic voice is one of the main challenges facing incoming university students, and libraries can play an important role in helping these students find their academic voices. Two initiatives at two different academic libraries are explored here: a Secrets Wall, where students are invited to write and share a secret during exam time while seeing, reading, commenting on the secrets of others; and a librarian and historian team-taught course called History on the Web, which brings together information literacy and the study of history in the digital age. This article examines both projects and considers how critical perspectives on voice and identity might guide our instructional practices, helping students to learn to write themselves into the university. Further, it describes how both the Secrets Wall and the History on the Web projects intentionally create a kind of “Third Space” designed specifically so students can enter it, negotiate with it, interrogate it, and eventually come to be part of it

Making a Third Space for Student Voices in Two Academic Libraries

When we think of voices in the library, we have tended to think of them as disruptive, something to control and manage for the sake of the total library environment. The stereotype of the shushing librarian pervades public perception, creating expectations about the kinds of spaces libraries want to create. Voices are not always disruptive, however. Indeed, developing an academic voice is one of the main challenges facing incoming university students, and libraries can play an important role in helping these students find their academic voices. Two initiatives at two different academic libraries are explored here: a Secrets Wall, where students are invited to write and share a secret during exam time while seeing, reading, commenting on the secrets of others; and a librarian and historian team-taught course called History on the Web, which brings together information literacy and the study of history in the digital age. This article examines both projects and considers how critical perspectives on voice and identity might guide our instructional practices, helping students to learn to write themselves into the university. Further, it describes how both the Secrets Wall and the History on the Web projects intentionally create a kind of “Third Space” designed specifically so students can enter it, negotiate with it, interrogate it, and eventually come to be part of it

PLEASE MIND THE GAP: En undersøkelse av Gap-analysen som evaluering- og læringsverktøy ved stabsledelse i politiet

Erfaringsbasert master, 90 studiepoengTemaet stabsledelse i politiet har høy aktualitet i det offentlige rom. Dette temaet settes ofte i sammenheng med politiets håndtering av terrorhandlingen den 22. juli 2011. Påfølgende rapporter fra 22.-juli kommisjonen og Politianalysen påpekte en rekke utfordringer ved krisehåndtering/stabsledelse i politiet. Som en direkte oppfølging av erfaringer, analyser og konklusjoner fra blant annet disse rapportene, ble det i regi av Politihøgskolen utviklet et stabs- og lederutviklingsprogram med mål om å styrke nivået på stabene i de ulike politidistriktene. I sin rapport Store endringer kommer på kattepoter belyser Hoel og Barland en utfordring ved bruk av Gap-analyser som arbeidsverktøy i programmet. Dette har dannet noe av bakgrunnen for denne studien. Vår intensjon har vært å kartlegge hvordan Gap-analysen oppfattes og hvordan den benyttes av de som bekler de ulike stabsfunksjonene. Samtidig har vårt mål vært å belyse om denne formen for analyseverktøy er med på å fremme læring og utvikling for stabsledelse i politiet. Stabsledelse er en kompleks og krevende funksjon som setter store krav til de personene som innehar de ulike funksjonene. Det er flere elementer som synes å bidra til utfordringer ved bruk av Gap-analyser som verktøy når politiet skal evaluere sin virksomhet. Våre funn viser at informantene oppfatter det å bruke Gap-analyse i evalueringsarbeidet som omfattende og tidkrevende. De informantene vi har foretatt intervjuer av, har i stor grad uttalt at de benytter egne evalueringsskjemaer som ikke er de som skal brukes i Gap-analysen. Unntaket er noen få hendelser i et par av politidistriktene hvor informantene forklarer at de har benyttet Gap-analysen, men ikke fulgt den opp slik Politihøgskolen har tenkt. Informanter fra politidistriktene som vi intervjuet, sier samtidig at de synes Gap-analysen virker lovende, men slik vi tolker svarene har de ikke en arbeidshverdag som muliggjør bruk av Gap-analysen slik det er tiltenkt fra Politihøgskolen sin side. En av årsakene til dette er at informantene har vært gjennom en omfattende politireform samtidig som de har deltatt på kurs i regi av Politihøgskolen for å lære seg Gap-analysen. Intervjuene viser også at det kan være behov for en sterkere forankring i ledelsen rundt bruken av Gap-analysen som evalueringsverktøy.Engelsk sammendrag (Abstract) The subject of police management in the operational police emergency response units holds great current interest in public space. This subject is often related to the topic regarding the police's handling of the tragic events on July 22nd 2011. Subsequent reports from The July 22nd commission, and also The policeanalysis, highlights a series of challenges concerning the police management in the operational police emergency response units. As a direct result of these analysis The Norwegian Police University College decided to start a staff- and leadershipdevelopment program with the goal of enhancing the level of managment quality within the different police districts and their operational emergency response units. In their report Store endringer kommer på kattepoter Hoel and Barland made an evaluation highlighting the challenges with the use of the Gap-analysis within the operational police emergency response units. Their work has been important inspiration for this study. Police management and evaluation of the operational police response units is a complex task that requires a lot from the subjects upholding these functions. Our findings suggest that the Gap-analysis is redeemed extensive and time consuming to make use of. The police districts in which we have conducted interviews have for the most part communicated that they use their own evaluation forms instead of the Gap-analysis. Informants also add that they think the Gap-analysis seems promising. However, from the answers we have gathered, this group of informants do not seem to have a workday that makes the use of the Gap-analysis possible the way it is intended by The Norwegian Police University College. Our findings show that the Gap-analysis is considered extensive and time consuming by the informants. Evaluations are for most part conducted with the use of self-developed forms, instead of the Gap-analysis. The exception is a few examples in a couple of districts where the informants explain that they have used the Gap-analysis but not the way the Norwegian Police University College intended. Informants we interviewed from the different police districts also stated they think the Gap-analysis seems promising. This master thesis shows there are challenges with the implementation of the Gap-analysis, but it also shows that there is potential if the implementation succeeds

Learning and Development in People Living with and Affected by Cancer

Background: In order to support people throughout their cancer journey, the UK charity, Macmillan Cancer Support offers a range of free courses, training opportunities, workshops and e-learning for people living with and affected by cancer, including carers, family members, volunteers and community members. Macmillan asked the University of Lincoln to carry out a study around Learning and Development (L&D) provision focusing on (although not exclusive to) the Midlands region of England. Methods: The study collected quantitative and qualitative data from August to November 2019. This was done using an online survey (N=119) that asked people living with and affected by cancer questions on demographics and L&D provision. Participants could select multiple responses to the majority of questions. In addition, a series of semi- structured interviews (N=10) were conducted with a range of Professionals who were involved in supporting people living with and affected by cancer. Qualitative data were analysed using thematic analysis. Results: There was demand for L&D to be delivered face-to-face (N=74), as well as, online (N=66). Participants reported that they would like Health and Social Care Professionals (N=54) and people with a personal experience of a cancer diagnosis (N=64) to do facilitate the L&D. The most popular settings for L&D to be delivered were: in the community (N=75) and online (N=47) although some participants also reported wanting clinical or healthcare settings (N=38). There were four themes from the qualitative data with Professionals (1) Setting (2) Including the Lived Experience (3) Communication and Inclusiveness and (4) Tailoring to Individual Needs. Conclusion: Macmillan should ensure that their future L&D offer is available face-to-face, as well as, online. Although the mode of delivery is likely to be dependent on the L&D on offer. Where L&D is delivered face-to-face, there would appear to be demand for this to be held in both a clinical and community setting. Where appropriate this should be facilitated by experienced Health Professionals and people with lived experience

Making a Third Space for Student Voices in Two Academic Libraries

The article examines initiatives including an activity Secrets Wall in which students secretly write secret during exam times and and History on the Web, librarian and historian team-taught course. Topics discussed include creation of third space for student voices, secrets wall offered at the University of Iowa Main Library to help students in final exam and secret wall as a third space for students to offer outlet for authentic self-expression and dialogic information

The Impact that Geomorphological Development of Managed Realignment Sites has on Fish Habitat

When coastal sites are breached and introduced to intertidal processes for flood defence and habitat creation purposes, the design primarily focuses on energy dissipation, the flora and the ‘air breathing fauna which are fluffy, feathered or rare’. Little attention is paid to the underwater habitat created which, for fish, can provide rich feeding grounds and refuge from larger predators, as well as acting as a nursery. This positive impact on the aquatic eco-system can, in turn, add to the local economy through improved commercial fishing and increased tourism (e.g. diving, recreational fishing, birdwatching) leading to improvements in human health and wellbeing. This paper presents a holistic overview of a large meso-tidal coastal managed realignment (MR) site, Medmerry MR, as it evolved during the first five years following site breaching. The data gained from bi-annual fish surveys is synthesised with the changes in geomorphology and hydrology to understand how MR design is impacting on fish colonisation in a changing habitat, providing lessons for future MR designs. Limited design catering for fish was incorporated into the Medmerry site. The borrow pits, where material was excavated to create the flood bunds, were designed as lagoon habitats to attract fish primarily as bird feed. Saloon type tidal flaps were installed to allow for the migratory passage of eels. Following site inundation, the resulting variations in salinity levels and depth across the site attracted a large variety of fish species, both estuarine and marine, with thirty species of fish recorded. During the earlier stages of development, the borrow pits near the breach quickly became used by fish. However, geomorphological changes meant that one of these borrow pits filled rapidly with sediment, morphing into an intertidal sand/mud flat three years after breach. After four years, the others remained flooded at low tide, but blockage of the single feed channel resulted in reduced water exchange and higher low-tide water levels. This impacted on the ingress and egress of fish on the tide and may have impacted temperature and salinity levels which also affect fish colonisation. This paper proposes features and actions that can be easily incorporated when designing new intertidal wetlands to help optimise fish habitat. Incorporation could potentially open up additional funding streams, given the benefits accruing to society