‘Riding the waves’ - an exploration of how students undertaking a pre-registration nursing programme develop emotional resilience

Background The study was prompted by recognition of the many emotional demands and challenges on mature students undertaking professional qualifying programmes. These can cause excessive levels of stress and anxiety with an impact on retention of students on programmes. Aim and objectives The overall aim was to identify what pre-registration nurses identified as challenges or adversity in their transition from health care support workers to accountable professionals and what factors they perceived as significant in contributing to their own emotional resilience. The objective was then to make specific recommendations related to the nursing curriculum, academic and work based support structures in order to promote resilience. Participants Participants were pre-registration nursing students on adult and mental health branches nearing the end of their final year of a pre-registration nursing programme with the Open University. Methods A qualitative methodology was used with use of one focus group and eleven in depth interviews. Results Four different dimensions of resilience were identified; ways of being/personal characteristics, personal survival tactics, immediate social and work based environment and wider social and cultural environment. Key findings included the importance of peer support, positive feedback and enhancing the student’s ability to re-frame difficulties or problems, a positive culture of work place learning , supporting and validating personal reflection outside academic discourses, and support in ‘meaning making’. As well as peer support, examples of good practice demonstrated by mentors, programme tutors and tutors were essential in supporting students in these identified areas. Conclusion and recommendations Emotional resilience is a multi-dimensional concept and different levels of intervention are therefore needed to promote it. The curriculum needs to reflect the importance of affective as well as cognitive aspects of development in order to promote the resilience of students and support structures need to be embedded in programme design to promote peer interaction and sharing of good practice between those in education roles. Key words Pre-registration nursing education, emotional resilience, adversity, communities of practic

Galaxy Luminosity Functions from Deep Spectroscopic Samples of Rich Clusters

Using a new spectroscopic sample and methods accounting for spectroscopic sampling fractions that vary in magnitude and surface brightness, we present R-band galaxy luminosity functions (GLFs) for six nearby galaxy clusters with redshifts 4000 < cz < 20000 km/s and velocity dispersions 700 < sigma < 1250 km/s. In the case of the nearest cluster, Abell 1060, our sample extends to M_R=-14 (7 magnitudes below M*), making this the deepest spectroscopic determination of the cluster GLF to date. Our methods also yield composite GLFs for cluster and field galaxies to M_R=-17 (M*+4), including the GLFs of subsamples of star forming and quiescent galaxies. The composite GLFs are consistent with Schechter functions (M*_R=-21.14^{+0.17}_{-0.17}, alpha=-1.21^{+0.08}_{-0.07} for the clusters, M*_R=-21.15^{+0.16}_{-0.16}, alpha=-1.28^{+0.12}_{-0.11} for the field). All six cluster samples are individually consistent with the composite GLF down to their respective absolute magnitude limits, but the GLF of the quiescent population in clusters is not universal. There are also significant variations in the GLF of quiescent galaxies between the field and clusters that can be described as a steepening of the faint end slope. The overall GLF in clusters is consistent with that of field galaxies, except for the most luminous tip, which is enhanced in clusters versus the field. The star formation properties of giant galaxies are more strongly correlated with the environment than those of fainter galaxies.Comment: 53 pages, 8 figures, 1 ASCII table; accepted for publication in Ap

Decoupling 802.11B From the Partition Table in Erasure Coding

Many cyberneticists would agree that, had it not been for extensible epistemologies, the evaluation of superblocks might never have occurred. In this paper, authors disprove the improvement of context-free grammar, demonstrates the technical importance of distributed systems. In our research, we concentrate our efforts on showing that IPv4 and erasure coding are never incompatible

Gas Rich Dwarfs from the PSS-II III. HI Profiles and Dynamical Masses

We present Arecibo neutral hydrogen data on a sample of optically selected dwarf galaxies. The sample ranges in HI mass from 10^6 M_sun to 5x10^9 M_sun, with a mean of 7.9x10^8 M_sun. Using estimated HI radii, the HI surface densities range from 0.6 to 20 M_sun pc^-2, all well below the critical threshold for star formation (Kennicutt 1998). M_HI/L values of the LSB dwarfs range from 0.3 to 12 with a mean value of 2.0. Dynamical masses, calculated from the HI profile widths, range from 10^8 M_sun to 10^11 M_sun. There is a strong correlation between optical luminosity and dynamical mass for LSB dwarfs implying that the dark matter (whether baryonic or non-baryonic) follows the detectable baryonic matter.Comment: 53 pages, AASTeX v4.0, 8 figures, to be published in ApJ Suppl, images, tables and referee report can be found at http://zebu.uoregon.edu/~j

Analysis of atmospheric spectra for trace gases

The objective is the comprehensive analysis of high resolution atmospheric spectra recorded in the middle-infrared region to obtain simultaneous measurements of coupled parameters (gas concentrations of key trace constituents, total column amounts, pressure, and temperature) in the stratosphere and upper troposphere. Solar absorption spectra recorded at 0.002 and 0.02 cm exp -1 resolutions with the University of Denver group's balloon-borne, aircraft borne, and ground-based interferometers and 0.005 to 0.01 cm exp -1 resolution solar spectra from Kitt Peak are used in the analyses

Service Learning and Community Engagement: A Comparison of Three National Contexts

One of the presumptions of a well-functioning, viable democracy is that citizens participate in the life of their communities and nation. The role of higher education in forming actively engaged citizens has long been the focus of scholarly research, but recently an active debate has emerged concerning the role of service as a third core function of institutions of higher learning. Service learning (SL), a teaching approach that extends student learning beyond the classroom, is increasingly seen as a vehicle to realize this third core function. By aligning educational objectives with community partners’ needs, community service is meant to enhance, among other objectives, reciprocal learning. Although the term and its associated activities originated in the United States (US), theoretical debates linking civic engagement and education extend far beyond the US context. Nevertheless, research on SL as a distinctive pedagogical approach remains a nascent field. A significant gap exists in the literature about what this pedagogical approach seeks to achieve (in nature and in outcomes) and how it is construed in non-western contexts. Using a comparative analysis across three widely different contexts, this article explores the extent to which these differences are merely differences in degree or whether the differences are substantive enough to demand qualitatively different models for strengthening the relationship between higher education and civil society

The Properties of Poor Groups of Galaxies: III. The Galaxy Luminosity Function

We obtain R-band photometry for galaxies in six nearby poor groups for which we have spectroscopic data, including 328 new galaxy velocities. For the five groups with luminous X-ray halos, the composite group galaxy luminosity function (GLF) is fit adequately by a Schechter function with Mstar = -21.6 +/- 0.4 + 5log h and alpha = -1.3 +/- 0.1. We also find that (1) the ratio of dwarfs to giants is significantly larger for the five groups with luminous X-ray halos than for the one marginally X-ray detected group, (2) the composite GLF for the luminous X-ray groups is consistent in shape with that for rich clusters, (3) the composite group GLF rises more steeply at the faint end than that of the field, (4) the shape difference between the field and composite group GLF's results mostly from the population of non-emission line galaxies, whose dwarf-to-giant ratio is larger in the denser group environment than in the field, and (5) the non-emission line dwarfs are more concentrated about the group center than the non-emission line giants. This last result indicates that the dwarfs and giants occupy different orbits (i.e., have not mixed completely) and suggests that the populations formed at a different times. Our results show that the shape of the GLF varies with environment and that this variation is due primarily to an increase in the dwarf-to-giant ratio of quiescent galaxies in higher density regions, at least up to the densities characteristic of X-ray luminous poor groups. This behavior suggests that, in some environments, dwarfs are more biased than giants with respect to dark matter. This trend conflicts with the prediction of standard biased galaxy formation models. (Abridged)Comment: 36 pages, AASLaTeX with 8 figures. Table 1 also available at http://atropos.as.arizona.edu/aiz/papers/all_grp_lf_ascii.dat.final . To appear in Ap

Effector memory differentiation increases detection of replication-competent HIV-l in resting CD4+ T cells from virally suppressed individuals.

Studies have demonstrated that intensive ART alone is not capable of eradicating HIV-1, as the virus rebounds within a few weeks upon treatment interruption. Viral rebound may be induced from several cellular subsets; however, the majority of proviral DNA has been found in antigen experienced resting CD4+ T cells. To achieve a cure for HIV-1, eradication strategies depend upon both understanding mechanisms that drive HIV-1 persistence as well as sensitive assays to measure the frequency of infected cells after therapeutic interventions. Assays such as the quantitative viral outgrowth assay (QVOA) measure HIV-1 persistence during ART by ex vivo activation of resting CD4+ T cells to induce latency reversal; however, recent studies have shown that only a fraction of replication-competent viruses are inducible by primary mitogen stimulation. Previous studies have shown a correlation between the acquisition of effector memory phenotype and HIV-1 latency reversal in quiescent CD4+ T cell subsets that harbor the reservoir. Here, we apply our mechanistic understanding that differentiation into effector memory CD4+ T cells more effectively promotes HIV-1 latency reversal to significantly improve proviral measurements in the QVOA, termed differentiation QVOA (dQVOA), which reveals a significantly higher frequency of the inducible HIV-1 replication-competent reservoir in resting CD4+ T cells

Using Existing Programs as Vehicles to Disseminate Knowledge, Provide Opportunities for Scientists to Assist Educators, and to Engage Students in Using Real Data.

Many national and statewide programs throughout the K-12 science education environment teach students about science in a hands-on format, including programs such as Global Learning and Observations to Benefit the Environment (GLOBE), Project Learning Tree (PLT), Project Wild, Project Wet, and Hoosier River Watch. Partnering with one or more of these well-known programs can provide many benefits to both the scientists involved in disseminating research and the K-12 educators. Scientists potentially benefit by broader dissemination of their research by providing content enrichment for educators. Educators benefit by gaining understanding in content, becoming more confident in teaching the concept, and increasing their enthusiasm in teaching the concepts addressed. Here we discuss an innovative framework for professional development that was implemented at Purdue University, Indiana in July 2013. The professional development incorporated GLOBE protocols with iPad app modules and interactive content sessions from faculty and professionals. By collaborating with the GLOBE program and scientists from various content areas, the Department of Earth, Atmospheric, and Planetary Sciences at Purdue University successfully facilitated a content rich learning experience for educators. Such activity is promoted and supported by Purdue University Libraries where activities such as Purdue’s GIS Day are efforts of making authentic learning sustainable in the State of Indiana and for national consideration