158 research outputs found
Different Dialects - a World Conversation on Work Integrated learning
No full textLisa Ward (University of Huddersfield) and Ron Laird (University of Ulster) will provide conference with an insight to selected themes from recent Work Integrated Learning conferences and symposia. Their dialogue will enable delegates to hear of developments and practice from around the world of co-operative education. Their observations should enable all delegates to evaluate aspects of their own practice within a wider international context and lead to improvement
Identification of Overweight and Obesity in Low-Income Minority Children by Pediatric Providers, and Child Characteristics Associated with Under-Recognition of Abnormal Weight\n Nadine Camp
No full textA presentation that was delivered in the Fifth University Research Day at the Catholic University of America in 2020.This research was collaborated with Rebecca C Robert, CUA; Candice S Dawes, Katherine P Kelly, George Washington University School of Medicine and Health Science
HIGH-ACCURACY POTENTIALS FOR VAN DER WAALS SYSTEMS
No full textAuthor Institution: Missouri University of Science and Technology, Rolla, MO 65409, USA; Queen's University, Kingston, Ontario, K7L 3N6 CanadaRecent experimental studies of vdWs systems including those by Moazzen-Ahmadi and McKellar,1,2 as well as microwave studies by Minei and Novick3,4 have observed previously unknown stable polar isomers for systems such as (NNO)2 and (OCS)2. The multi-welled floppy nature of the PESs and the small barriers between minima place stringent requirements on the PES for a successful theoretical description of these states. An automated method of generating accurate PESs for vdW systems has been developed and is demonstrated here.5,6 A limited number of ab initio data at the explicitly correlated CCSD(T)-F12b level are interpolated into analytic PESs with negligible fitting error. High-accuracy PESs were developed for a number of systems including (NNO)2, (OCS)2, (CO)2, CO2:CS2 and (NH3)2. Using the PESs, the rovibrational Schr dinger equation is solved with a symmetry-adapted Lanczos algorithm and an uncoupled product basis set. All inter-monomer coordinates are included in the calculations. Calculated transition frequencies are in very close agreement with experiment. References (1) M. Dehghani, M. Afshari, Z. Abusara, N. Moazzen-Ahmadi, A. R. W. McKellar, J. Chem. Phys. 126, 164310 (2007). (2) M. Dehghani, M. Afshari, Z. Abusara, N. Moazzen-Ahmadi, A. R. W. McKellar, J. Chem. Phys. 126, 071102 (2007). (3) N. R. Walker, R. Nicholas, A. J. Minei, S. E. Novick, A. C. Legon, J. Mol. Spec. 251, 153 (2008). (4) A. J. Minei and S. E. Novick, J. Chem. Phys. 126, 101101 (2007). (5) R. Dawes, X.-G. Wang, A. W. Jasper, T. Carrington Jr., J. Chem. Phys. 133, 134304 (2010). (6) X.-G. Wang, T. Carrington Jr., R. Dawes and A. W. Jasper, J. Mol. Spec. 268, 53 (2011)
Women\u27s Studies Newsletter November 1988
Get PDFWomen\u27s Studies newsletter November 1988. Contents: CONTRIBUTORS; INTRODUCTION; A LOOK AT POST-CHRISTIAN FEMINIST SPIRITUALITY, by C. Julia Coon; ON TRILOGY (FOR H.D.), by Jennie Dawes; PROSE PIECE, by Lauren Williams; MAUD DIVORCED FROM YEATS, by Debra Benko; CAMILLE WAS NO LADY, by Deborah Fleming; MORAL REASONING: A NEW LOOK, by Jeffrey D. Tritt; THE LAIS-MARIE DE FRANCE, by Melissa Wellington; THE CARRIAGE OF CHANTAL DE LA TOUR, COMPANION TO CHARLOTTE DE LA TREMOILLE, COUNTESS OF DERBY: THE FICTIONAL DIARY OF A WOMAN IN CIVIL WAR ENGLAND, by Debra Benko; SILENCE = DEATH, ACTION = LIFE, by Amie Klemphauer; Co-editors: Debra Benko, Carolyn Clark, Suzanne Miller, and Lisa Ransdell
BSRLM geometry working group: establishing a professional development network to support teachers using dynamic mathematics software GeoGebra
No full textThe embedding of technology into mathematics teaching is known to be a complex process. GeoGebra, an open-source dynamic mathematics software that incorporates geometry and algebra into a single package, is proving popular with teachers - yet solely having access to such technology can be insufficient for the successful integration of technology into teaching. This paper reports on aspects of an NCETM-funded project that involved nine experienced teachers collaborating in developing ways of providing professional development and support for other teachers across England in the use of GeoGebra in teaching mathematics. The participating teachers tried various approaches to better integrate the use of GeoGebra into the mathematics curriculum (especially in geometry) and they designed and led professional development workshops for other teachers. As a result, the project initiated a core group which has started to be a source of support and professional development for other teachers of mathematics in the use of GeoGebra
Early career teacher mentoring in England: a case study of compliance and mediation
Get PDFThis paper reports the findings from a small-scale study of ten mentors’ experiences of supporting Early Career Teachers (ECTs) in secondary schools in England following the introduction of the Early Career Framework (ECF) in 2021. Data were collected via semi-structured interviews with individual mentors based in London, Manchester and York, UK. The findings suggest that mentors experience some challenges supporting ECTs through the use of mandated training materials. The data report the contradictions of being required to support trainees through a programme governed by the statutory requirements of the Department for Education (DfE) in England, whilst also being part of a complex, nuanced school community. The authors examine mentors’ experiences as they balance the compliance requirements of the ECF alongside seeking to support ECTs with the realities of classroom life in their own settings. The paper discusses the emergence of a mediated mentor professionalism as mentors seek to navigate competing demands. We argue that this case study illustrates the potential for the international sector to challenge postulated solutions of homogenised mentoring curricula and practices to the recruitment and retention of ECTs
ExoMol line lists - III. An improved hot rotation-vibration line list for HCN and HNC
No full textA revised rotation-vibration line list for the combined hydrogen cyanide (HCN)/hydrogen isocyanide (HNC) system is presented. The line list uses ab initio transition intensities calculated previously and extensive data sets of recently measured experimental energy levels. The resulting line list has significantly more accurate wavelengths than previous ones for these systems. An improved value for the separation between HCN and HNC is adopted, leading to an approximately 25 per cent lower predicted thermal population of HNC as a function of temperature in the key 2000 to 3000 K region. Temperature-dependent partition functions and equilibrium constants are presented. The line lists are validated by comparison with laboratory spectra and are presented in full as supplementary data to the article and at www.exomol.com
Montreal Cognitive Assessment - vision impaired validation
No full textThis data set is referred to in the paper Dawes, P., et al. (in press). Development and validation of the Montreal cognitive assessment for people with vision impairment (MoCA-VI). Psychological Assessment.Vision loss is common among older adults and impacts performance on cognitive screening tests, resulting in over-estimation of cognitive impairment. But validated screening tests for people with vision impairment are lacking. These data pertain to the development and validation of a version of the Montreal Cognitive Assessment for adults with acquired vision impairment.The protocol for the development of the MoCA-VI was published in 2019: Dawes, P., Pye, A., Reeves, D., Yeung, W. K., Sheikh, S., Thodi, C., ... & Leroi, I. (2019). Protocol for the development of versions of the Montreal Cognitive Assessment (MoCA) for people with hearing or vision impairment. BMJ open, 9(3), e026246
Perioperative Anesthesia Complications in Patients Who Recovered from Covid-19
No full textLimited knowledge exists about how a previous COVID-19 infection and the sequela of ongoing symptoms may affect the frequency of perioperative complications. The intent of this study was to investigate the frequency of perioperative cardiovascular and pulmonary complications in patients who recovered from the COVID-19 infection. A single facility retrospective chart review was completed on 51 COVID-19 recovered patients and 56 COVID-19 negative patients who underwent elective or emergent ear, nose, throat surgery, or laparoscopic or robotic abdominal surgery. Investigation of the rate of cardiovascular and pulmonary complications found that COVID-19 recovered who had surgery within 6 months of a COVID-19 infection did not have increased risk of perioperative complications. This finding aligns with recommendations about timing of surgery after a COVID-19 infection found in the current literature. Keywords: COVID-19, perioperative complications, cardiovascular, pulmonary, post-COVID syndrom
The mainstream primary classroom as a language-learning environment for children with severe and persistent language impairment - implications of recent language intervention research
Get PDFMany UK children with severe and persistent language impairment (SLI) attend local mainstream schools. Although this should provide an excellent language-learning environment, opportunities may be limited by difficulties in sustaining time-consuming, child-specific learning activities; restricted co-professional working, and the complex classroom environment. Two language intervention studies in mainstream Scottish primary schools showed children with SLI receiving intervention from speech and language therapists (SLTs) or their assistants made more progress in expressive language than similar children receiving intervention from education staff. Potential reasons for this difference are sought in the amount of tailored language-learning activity undertaken; how actively school staff initiated contact with SLTs; and the language demands of the classroom. Tailored language learning appears to be a differentiating factor. A language support model, reflecting views of teachers and SLTs about encouraging language development for children with SLI within the ecology of the mainstream primary classroom, is also outlined
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