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“Kriegsgefangen”: Heinz Gaertner’s Account as a Prisoner of War in Tennessee and Georgia
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The Smurfs #21: The Wild Smurf
No full textOne of the most dramatic Smurfs adventures ever begins with the animals fleeing the forest because of a deadly forest fire. The Smurfs attempt to extinguish the fire, but after several attempts fail, Papa Smurf makes a selfless decision to blow up the Smurf Dam. It succeeds in putting out the fire, but destroys the Smurf Village and all of Farmer Smurf’s crops. The Smurfs travel north to another part of the forest to procure food, but while they’re away, their nemesis, Gargamel stumbles upon the wreckage of the Smurfs Village. Gargamel concludes the Smurfs must’ve relocated, and that wonders if he’ll ever see the Smurfs again. But the Smurfs do return to their village and are startled to see Gargamel’s footprints. As if that wasn’t bad enough, the Smurfs sense they are being watched―and they are! Not by Gargamel, but by the Wild Smurf―a Smurf that was once lost and raised in the forest. How do the Smurfs possibly survive losing their homes, and losing the security of knowing that Gargamel couldn’t ever find their village before, while attempting to deal with a totally uncivilized Smurf
Examining the Perceptions of Clinical Competence of Undergraduate Nursing Students During the Era of Social Distancing
No full textBackgroundCOVID – 19 caused sudden and dramatic changes in nursing education during the spring of 2020. Traditional educational methods were rapidly replaced with distance learning and virtual simulation. The authors of this study were concerned with the impact of these changes on undergraduate education and conducted a study to examine students’ perceptions of their clinical competence with the use of virtual simulation given social distancing guidelines.ObjectivesThe purpose of this study was to examine undergraduate nursing students’ perceptions of their clinical competence and simulation effectiveness after implementation of distance methodologies and use of virtual simulation for learning clinical skills.MethodThe study design was cross-sectional and descriptive. A non-random sample of undergraduate students completed two questionnaires examining clinical competence and simulation effectiveness.ResultsData were analyzed using descriptive statistics, frequencies, independent t-tests and Pearson’s correlations. Participants were 19-55 with a mean age of 29.2(9.9). Participants were mostly seniors (56.1%), female (82.5%), and African-American (60.7%). Fifty-eight students completed the entire Clinical Competence Questionnaire (CCQ) with a mean of 4.4 (SD 0.35) on a scale of 1 to 5. Scores on the CCQ were significantly higher for senior level students, those who were employed in healthcare settings, and students who had experienced some learning in a clinical setting. Fifty-seven students completed the Simulation Effectiveness Tool (SET) with a mean of 2.31 (SD 0.47) on a scale of 1 to 3. Scores on the SET were positively correlated with scores on the CCQ.Conclusions Students reported high levels of clinical competence and positive perceptions of confidence after use of virtual simulation as a learning tool. The findings of this study provide support for the use of virtual simulation for teaching clinical skills
Food Safety: The FDA Steps In
No full textDual regulation of food safety balalnces the FDA approach with that of the Department of Agricultur
Assessing Small Streams in the Upper Ocmulgee Watershed using the Georgia Adopt-a-Stream Monitoring Protocols
No full textUsing Georgia Adopt-A-Stream’s (AAS) volunteer monitoring protocols, we examined factors that affected the diversity of macroinvertebrates at various sites located within the upper Ocmulgee watershed