1,805 research outputs found
A curriculum on care for people with disabilities: Effects on medical student self-reported attitudes and comfort level
No full textBackground Early, frequent encounters with people with disabilities may improve medical students' knowledge, attitudes and skills regarding their care. We developed and implemented a longitudinal four-year curriculum addressing caring for people with disabilities. Objectives-hypothesis To test differences in mean scores between intervention and control groups on individual post-survey items regarding attitudes toward people with disabilities, and to conduct exploratory procedures to examine individual factors that may account for group differences. Methods Students at two U.S. medical schools, one with the new curriculum, and one with no specific disabilities curriculum, were surveyed in Year 1 of medical school, prior to curriculum introduction, and again at the end of Year 3, using a validated 30-item instrument measuring medical students' self-reported attitudes and comfort toward people with disabilities. We compared mean item ratings between the two groups using χ2 and ANOVA. Principal components analysis was then used to construct linear composite variables that were then regressed on potential predictors of attitudes and comfort level. Results The intervention led to significant or near-significant improvement in several factors. However, male students in the intervention group, particularly those who encountered people with disabilities in a clinical context, had a tendency to more frequently agree with negative statements (β =.628, p =.005). Conclusions Exposure of medical students to a longitudinal curriculum for caring for people with disabilities led to significant improvement in several factors related to comfort and attitudes. The gender-related reinforcement of some negative attitudes merits further investigation and caution when implementing the curriculum in the future. © 2014 Elsevier Inc. All rights reserved.Breslin ML, 2007, JAMA-J AM MED ASSOC, V297, P1121; Brown RS, 2010, ACAD MED, V85, P1766, DOI 10.1097-ACM.0b013e3181f849dc; Bryan RE, 2005, ANN ACAD MED SINGAP, V34, P486; Carmona RH, 2010, DISABIL HEALTH J, V3, P229, DOI 10.1016-j.dhjo.2010.07.004; Carrothers LA, 2002, PROVIDING PRIMARY HE; Chadd EH, 2011, AM J PHYS MED REHAB, V90, P47, DOI 10.1097-PHM.0b013e3182017269; Chaplin R, 2009, J INTELL DISABIL RES, V53, P189, DOI 10.1111-j.1365-2788.2008.01143.x; Chaplin R, 2004, J INTELL DISABIL RES, V48, P1, DOI 10.1111-j.1365-2788.2004.00580.x; Costello H, 2007, J APPL RES INTELLECT, V20, P228, DOI 10.1111-j.1468-3148.2006.00320.x; Crotty M, 2000, MED EDUC, V34, P659, DOI 10.1046-j.1365-2923.2000.00621.x; Goreczny AJ, 2011, RES DEV DISABIL, V32, P1596, DOI 10.1016-j.ridd.2011.02.005; Iezzoni LI, 2012, DISABIL HEALTH J, V5, P136, DOI 10.1016-j.dhjo.2012.03.003; Jackson KB., 2007, THESIS; Karl R, 2013, INTELLECT DEV DISAB, V51, P237, DOI 10.1352-1934-9556-51.4.237; Kirschner KL, 2009, JAMA-J AM MED ASSOC, V302, P1334, DOI 10.1001-jama.2009.1398; Krahn GL, 2011, DISABIL HEALTH J, V4, P141, DOI 10.1016-j.dhjo.2011.05.001; Lam WY, 2010, J NEUROENG REHABIL, V7, DOI 10.1186-1743-0003-7-55; Minihan PM, 2011, ACAD MED, V86, P1171, DOI 10.1097-ACM.0b013e3182264a25; Morrison EH, 2008, FAM MED, V40, P645; PARIS MJ, 1993, ARCH PHYS MED REHAB, V74, P818, DOI 10.1016-0003-9993(93)90007-W; Robey KL, 2006, J DEV PHYS DISABIL, V18, P441, DOI 10.1007-s10882-006-9027-3; Rose N, 2012, J INTELL DISABIL RES, V56, P854, DOI 10.1111-j.1365-2788.2011.01476.x; Rudman LA, 2001, J PERS SOC PSYCHOL, V81, P856, DOI 10.1037--0022-3514.81.5.856; Shah Payal, 2005, J Pediatr Adolesc Gynecol, V18, P101, DOI 10.1016-j.jpag.2005.01.004; Smith DL, 2009, DISABIL HEALTH J, V2, P206, DOI 10.1016-j.dhjo.2009.06.002; Symons A, 2012, INTELLECT DEV DISAB, V50, P251, DOI 10.1352-1934-9556-50.3.251; Symons AB, 2009, BMC MED EDUC, V9, DOI 10.1186-1472-6920-9-78; ten Klooster PM, 2009, J ADV NURS, V65, P2562, DOI 10.1111-j.1365-2648.2009.05146.x; Tervo RC, 2004, CLIN REHABIL, V18, P908, DOI 10.1191-0269215504cr820oa; Tervo RC, 2002, ARCH PHYS MED REHAB, V83, P1537, DOI 10.1053-apmr.2002.34620; U. S. Department of Commerce Economics and Statistics Administration U. S. Census Bureau, 2011, AMERICANS WITH DISAB; U. S. Department of Health and Human Services Office of Disease Prevention and Health Promotion, 2010, HLTH PEOPL 2020; United States Department of Health and Human Services, 2000, HLTH PEOPL 2010; Weinrich M, 2011, ACAD MED, V86, P1069, DOI 10.1097-ACM.0b013e3182263429; Wilkinson J, 2012, INTELLECT DEV DISAB, V50, P243, DOI 10.1352-1934-9556-50.3.243; World Health Organization, 2010, DISABILITY AND REHAB; WRIGHT BA, 1980, REHABIL LIT, V41, P2740
Good Words (Magazine) for 1868
No full textAs Abbey writes, the fable articles here precede and are different from their first appearance in book form a year later. For it was then that Ralston published the first edition of Krilof and His Fables. See my comments on the third (1871) and fourth (1883) editions. The book smells of its many years! The three fable articles are on 39-46, including six illustrations on 40-41; 215-221, including six illustrations on 216-17; and 413-20, including six illustrations on 416-17. These are magazine articles. They comment on Krilof's views and particularly on Russian foibles. Thus one prose text after another is integrated into the article. In the book, there will be, after a preface and a memoir, a simple collection of texts. In fact, the selection of Krilof fables within the article here is excellent, and the author puts them into a good cultural and political context. At least some of the illustrations are the same as those in the third edition.. The texts are close to those found in the published books. It makes sense to see the texts in the magazine here as forerunners of those fable texts there. I presume that Ralston had opportunity to edit and amend between his magazine articles and his book's first edition. The publisher of the magazine is of course the publisher of the third edition that I have. The print is minuscule! I needed a magnifying glass for normal reading. The index just after 774 assigns J.B. Zwecker and A.B. Houghton as illustrators for the eighteen illustrations in the three fable articles. Dalziel, Houghton, and Zwecker are the names I can make out on the illustrations. Dalziel is not mentioned on the title page, but there is reference to others.This is a hardbound book (hard cover)Norman MacLeod; W.R.S. Ralston for fable
Simple drag prediction strategies for an Autonomous Underwater Vehicle’s hull shape
No full textThe range of an AUV is dictated by its finite energy source and minimising the energy consumption is required to maximise its endurance. One option to extend the endurance is by obtaining the optimum hydrodynamic hull shape with balancing the trade-off between computational cost and fluid dynamic fidelity. An AUV hull form has been optimised to obtain low resistance hull. Hydrodynamic optimisation of hull form has been carried out by employing five parametric geometry models with a streamlined constraint. Three Genetic Algorithm optimisation procedures are applied by three simple drag predictions which are based on the potential flow method. The results highlight the effectiveness of considering the proposed hull shape optimisation procedure for the early stage of AUV hull desig
The use of computational fluid dynamics to assess the hull resistance of concept autonomous underwater vehicles
No full textAutonomous Underwater Vehicles (AUV’s) provide an important tool for collecting detailed scientific information from the oceans depths. The hull resistance of an AUV is an important factor in determining the powering requirements and range of the vehicle. This paper discusses the use of Computational Fluid Dynamics (CFD) to determine the hull resistance of three existing AUV’s, of differing shape and size. The predictions are compared with available experimental data and good agreement found. This work has demonstrated that with use of suitable shape parameterisation it is possible to carry out concept design evaluation using a RANS flow solver
Reflective impressions of a precepted clinical experience caring for people with disabilities
No full textThere is evidence that early and frequent encounters with people with disabilities can improve medical students' knowledge, skills, and attitudes about disability. As part of a 4-year integrated curriculum in caring for patients with disabilities, third-year medical students (n 5 144) in a Family Medicine clerkship participated in a day-long precepted clinical experience at a medical facility serving people with disabilities, predominantly developmental disabilities, where they met patients and worked with clinicians. At the conclusion of the program, students completed a reflective survey about their experience. These data were analyzed qualitatively using a constructivist grounded-theory approach. Students' responses indicated that the experience improved their comfort levels in working with people with disabilities and increased their awareness of attitudinal factors that influence patient care. Responses also demonstrated that students achieved an awareness of technical accommodations and organizational adaptations that improve patient care. © AAIDD.Aday LA, 1993, RISK AM HLTH HLTH CA; Aulagnier M, 2005, DISABIL REHABIL, V27, P1343, DOI 10.1080-09638280500164107; Brown RS, 2010, ACAD MED, V85, P1766, DOI 10.1097-ACM.0b013e3181f849dc; Campbell Fiona Kumari, 2009, J Med Humanit, V30, P221, DOI 10.1007-s10912-009-9088-2; Charmaz K., 2005, HDB QUALITATIVE RES, P507; Couser G Thomas, 2011, J Med Humanit, V32, P21, DOI 10.1007-s10912-010-9125-1; Crabtree B. F., 1999, DOING QUALITATIVE RE; Crotty M, 2000, MED EDUC, V34, P659, DOI 10.1046-j.1365-2923.2000.00621.x; Drainoni ML, 2006, J DISABIL POLICY STU, V17, P101, DOI DOI 10.1177-10442073060170020101; Fenton A., 2006, WEFT QDA 1 0 1 RUBYF; Field MJ, 2007, FUTURE DISABILITY AM; Jackson K. B., 2007, THESIS ROOSEVELT U C; Kolb D., 1984, EXPERIENTIAL LEARNIN; Larson McNeal M. A., 2002, PROVIDING PRIMARY HL; Long-Bellil LM, 2011, ACAD MED, V86, P1163, DOI 10.1097-ACM.0b013e318226b5dc; Martin HL, 2005, J PAEDIATR CHILD H, V41, P43, DOI 10.1111-j.1440-1754.2005.00534.x; Masala C, 2008, DISABIL REHABIL, V30, P1233, DOI 10.1080-09638280701602418; McColl MA, 2008, HEALTHCARE POLICY, V4, P129; Nosek MA, 2001, SEX DISABIL, V19, P5, DOI 10.1023-A:1010716820677; Nutting PA, 2009, ANN FAM MED, V7, P254, DOI 10.1370-afm.1002; Rose N, 2012, J INTELL DISABIL RES, V56, P854, DOI 10.1111-j.1365-2788.2011.01476.x; Rosenthal TC, 2008, J AM BOARD FAM MED, V21, P427, DOI 10.3122-jabfm.2008.05.070287; Symons AB, 2009, BMC MED EDUC, V9, DOI 10.1186-1472-6920-9-78; Tervo RC, 2004, CLIN REHABIL, V18, P908, DOI 10.1191-0269215504cr820oa; Thistlethwaite JE, 2003, MED TEACH, V25, P277, DOI 10.1080-0142159031000100346; Tracy J, 2008, J INTELLECT DEV DIS, V33, P345, DOI 10.1080-13668250802478633; United States Department of Health and Human Services, 2005, SURG GEN CALL ACT IM; U.S. Department of Health and Human Services, 2000, HLTH PEOPL 2010; Veltman A, 2001, MedGenMed, V3, P1824
Memphis Conference Female Institute senior class, 1908
No full textComposite image of the senior class of the Memphis Conference Female Institute, Jackson, Tennessee, in 1908. Names include: Lucile Hicks (catalog records her name as Susie Lucile Hicks), Louise Connell, Mary Calhoun (catalog records her middle name as Kathleen), Annie Symons (catalog records her name as Anna Neilson Symons), Nell Benton, Mary LaDuke (catalog records her name as Mary Belle LeDuke), Gladis Crews (catalog spells her first name Gladys), Ruth Newsom (catalog records her middle name as Gardner), Lellie Fletcher (catalog records her middle name as Estelle), Hazel Graves, Irene Griffey, Uma Kirkpatrick (catalog records her middle initial as D ), Lyda Belle Hicks (catalog spells her first name Lida), Margaret Rhames, Kathleen Hamilton, Clara Landrum (catalog records her middle name as Belle), Julia Howard (catalog records her middle name as Variena), Estelle Jones, Lovie Meade, Madie Bishop (catalog records her middle name as Belle), and President A.B. Jones.https://digitalcommons.memphis.edu/speccoll-lam-mcfi-gallery1/1000/thumbnail.jp
The impact of placement method on Antifer-block stability
No full textThe main objective of this research was to assess the impact of different placement methods, with different packing densities, on the stability of double layered Antifer-block armour layers. This was done by experimental research in the wave-flume of the Fluid mechanics laboratory of the Faculty of Civil Engineering and Geosciences at Delft University of Technology. 17 experiments were performed with packing densities between 44.8 and 61.1 percent. For every experiment the under layer, toe and armour layer were rebuilt. The placed Antifer layer was tested with eight irregular wave series with increasing significant wave heights from 9cm up to 20cm. From these experiments followed that regular placement methods behave more stable than irregular placement methods with a similar packing density. Also the more irregular (less accurate) positioning of blocks within a regular placement method caused a decrease in stability. Higher packing densities for equal placement methods lead to higher stabilities and higher reflection coefficients. The resulting -values were between 4.0 and 23.7. If the reflection coefficients during the first wave series were high, this resulted in more overtopping during the latest wave series, which indicates that there is a positive correlation between the reflection and the overtopping. Overall it could be concluded that, when the under layer and the toe are smooth and the blocks can be placed accurately, the best performing placement methods are the closed pyramid placement method for packing densities around 45% and 50% and the double pyramid placement method for packing densities around 55% and 60%. The size of the openings to the under layer, of the double pyramid placement method, influenced the reflection coefficients. When the second layer was shifted half a nominal diameter upwards the reflection coefficients were minimal. It is recommended to investigate the possible negative influence of oblique incoming waves on the stability of the double pyramid placement method. The eventual choice of the placement method and packing density depends on the allowed reflection and/or overtopping and the construction costs. The construction costs can be divided into the production costs, the placement costs and the constant costs. For equal constant costs and equal or small differences in placement costs the placement with the higher packing density and accompanying stability value is cheaper for high design wave heights. When the placement costs decrease for both placements or only for the placement with the higher packing density, then the placement with the higher packing density becomes also cheaper for lower wave heights.Civil Engineering and Geoscience
The simulation of free surface flows with Computational Fluid Dynamics
No full textComputational fluid dynamics is a powerful and versatile tool for the analysis of flow problems encountered in themaritime environment. The University of Southampton Fluid-Structure Interactions research group use ANSYS CFX tomodel a wide variety of flow problems; to gain insight into flow physics, improve designs and increase the efficiencyand safety of marine vehicles. A series of three case studies from on-going research looks at: loads applied on liquefiednatural gas tanks due to sloshing, slamming pressures experienced by high speed craft as well as the influence ofpropellers on the resistance characteristics of autonomous underwater vehicles. The presence of the free surface,complex shapes and the unsteady nature of these applications make their simulation with computational fluid dynamicsparticularly challenging. The successful validation of the computational models has resulted in the development of aselection process for suitable multiphase models as well as cost-effective meshing strategies
Pre-School Education and Attainment in the NCDS and BCS
No full textThis paper considers the effect of how children pass time before entrance to school on attainment in primary school. We find in NCDS data that children perform marginally better at seven and eleven if they spent time with their mother, or at a pre-school, rather than in informal care. This holds when one controls for parental education, social class, and assessed parental interest in the child's education, as well as the quality of the peer group. In the BCS, however, time spent in nurseries effected no improvement in maths at ten as compared to time in informal care and pre-school children were performing much worse in reading. This worse performance was traceable to reduced vocabulary at five. Pre-school children were more advanced in copying at five relative to children in informal care but, while copying is a good predictor of scores in both maths and reading at ten, this advancement had been offset by then.
Author Correction: Attosecond angular streaking and tunnelling time in atomic hydrogen
No full textCorrection to: Nature, 568, pp. 75–77 (2019), https://doi.org/10.1038/s41586-019-1028-3, published online 18 March 2019.
In this Letter, the statement ‘I.I. and A.B. performed their computations at the NCI Australia’ was missing from the Acknowledgements section. The original Letter has been corrected online.No Full Tex
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