Reseaching organisations. The practice of organisational field work     

Mandy Chivers 《Action Learning: Research and Practice》2015,12(2):241-244

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Dynamic radial positioning of a hydrodynamically focused particle stream enabled by a three-dimensional microfluidic nozzle     

C. G. Hebert  S. J. R. Staton  T. Q. Hudson  S. J. Hart  C. Lopez-Mariscal  A. Terray 《Biomicrofluidics》2015,9(2)

The ability to confine flows and focus particle streams has become an integral component of the design of microfluidic systems for the analysis of a wide range of samples. Presented here is the implementation of a 3D microfluidic nozzle capable of both focusing particles as well as dynamically positioning those particles in selected flow lamina within the downstream analysis channel. Through the independent adjustment of the three sheath inlet flows, the nozzle controlled the size of a focused stream for 6, 10, and 15 μm polystyrene microparticles. Additional flow adjustment allowed the nozzle to dynamically position the focused particle stream to a specific area within the downstream channel. This unique ability provides additional capability and sample flexibility to the system. In order to gain insight into the fluidic behavior of the system, experimental conditions and results were duplicated within 4.75 μm using a COMSOL Multiphysics^® model to elucidate the structure, direction, proportion, and fate of fluid lamina throughout the nozzle region. The COMSOL Multiphysics model showed that the position and distribution of particles upon entering the nozzle have negligible influence over its focusing ability, extending the experimental results into a wider range of particle sizes and system flow rates. These results are promising for the application of this design to allow for a relatively simple, fast, fully fluidically controlled nozzle for selective particle focusing and positioning for further particle analysis and sorting.  相似文献   

The NICE OECD countries’ geographic search filters: Part 1—methodology for developing the draft MEDLINE and Embase (Ovid) filters     

Lynda Ayiku  Paul Levay  Thomas Hudson 《Journal of the Medical Library Association》2021,109(2):258

Objective:There are no existing validated search filters for the group of 37 Organisation for Economic Co-operation and Development (OECD) countries. This study describes how information specialists from the United Kingdom''s National Institute for Health and Care Excellence (NICE) developed and evaluated novel OECD countries’ geographic search filters for MEDLINE and Embase (Ovid) to improve literature search effectiveness for evidence about OECD countries.Methods:We created the draft filters using an alternative approach to standard filter construction. They are composed entirely of geographic subject headings and are designed to retain OECD country evidence by excluding non-OECD country evidence using the NOT Boolean operator. To evaluate the draft filters’ effectiveness, we used MEDLINE and Embase literature searches for three NICE guidelines that retrieved >5,000 search results. A 10% sample of the excluded references was screened to check that OECD country evidence was not inadvertently excluded.Results:The draft MEDLINE filter reduced results for each NICE guideline by 9.5% to 12.9%. In Embase, search results were reduced by 10.7% to 14%. Of the sample references, 7 of 910 (0.8%) were excluded inadvertently. These references were from a guideline about looked-after minors that concerns both OECD and non-OECD countries.Conclusion:The draft filters look promising—they reduced search result volumes while retaining most OECD country evidence from MEDLINE and Embase. However, we advise caution when using them in topics about both non-OECD and OECD countries. We have created final versions of the search filters and will validate them in a future study.  相似文献   

The social meanings of the C-Card scheme: the importance of friends and peers     

Mandy Cheetham 《Sex education》2014,14(2):115-127

This paper draws on findings from an analysis of interviews with young people aged 14–18 years, to explore the peer influences in young people's informal social networks which can affect their access to sexual health services. The research focuses on the social meanings of a C-Card condom distribution scheme in North East England. Such schemes are widespread in the UK as a way of providing access to condoms and sexual health advice for young people in health and community settings. Focusing on one aspect of a broader study, the paper outlines the important social, emotional and practical resources provided by young people's chosen friendship groups in the process of acquiring a C-Card, which offers a route to accessing sex and relationships advice and condoms. Informal peer networks inform attitudes and expectations which can influence gendered patterns of behaviour. Through a focus on the educational possibilities of the C-Card scheme, the study suggests a need to revisit the dynamics of young people's peer relationships and harness their potential to influence sexual attitudes and behaviour in positive ways, rather than simply seeing these always as a source of negative pressure.  相似文献   

PRESERVICE FORMATIVE ASSESSMENT INTERVIEWS: THE DEVELOPMENT OF COMPETENT QUESTIONING     

Ingrid S. Weiland  Rick A. Hudson  Julie M. Amador 《International Journal of Science and Mathematics Education》2014,12(2):329-352

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Education in the Grenada Revolution: 1979‐83     

Anne Hickling‐Hudson 《Compare》1989,19(2):95-114

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Dimensions of word recognition     

Jean A. Hudson  John Haworth 《Literacy》1983,17(2):87-94

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Effects of emotional intelligence and supportive text messages on academic outcomes in first-year undergraduates     

Kevin Deighton  Joanne Hudson  Andrew J. Manley  Mariana Kaiseler  Laurie B. Patterson  Zoe H. Rutherford 《Journal of Further & Higher Education》2019,43(4):494-507

An increase in the number of students entering higher education has intensified the need for targeted strategies to support a wider range of student requirements. Current research suggests that emotional intelligence (EI) may be associated with academic success, progression and retention in university students but the use of EI screening as a prospective measure of success requires further investigation. This study evaluates the utility of prospective EI screening to predict progression rates, mean grades, attendance and online engagement in a sample of first-year undergraduate students enrolled on the same degree programme (N = 358). A supportive text messaging intervention was employed during potentially stressful periods of the academic year with a subsection of participants (n = 60) who demonstrated low total EI scores relative to the cohort. Results showed no effects of EI classification on progression rates, mean grades, attendance or online engagement (all p > 0.418). Alternatively, the text messaging intervention was associated with significant improvements compared with a matched control group for progression rates (p = 0.027), mean grades (p = 0.026) and attendance (p = 0.007). The frequency of access to the virtual learning environment also tended to be higher in the intervention group compared with the control group (p = 0.059). In conclusion, this study did not identify any benefits of EI screening as a prospective indicator of student success but provides encouraging indications that a text messaging support intervention could help to improve progression rates, mean grades, attendance and online engagement in first-year undergraduate students. Further research is warranted to develop these proof-of-concept findings.  相似文献   

Toward Identifying Pedagogical Knowledge for Mentoring in Primary Science Teaching     

Peter Hudson 《Journal of Science Education and Technology》2004,13(2):215-225

Final year preservice teachers' perceptions of their mentoring in primary science teaching were gathered through surveys from three separate studies. The three studies (n = 59, n = 331, n = 60) provided an indication of the degree of mentoring preservice teachers perceived they received with mentoring practices linked to Pedagogical Knowledge. This research argues that mentors require pedagogical knowledge of primary science for guiding mentees with planning, timetabling, preparation, implementation, classroom management strategies, teaching strategies, science teaching knowledge, questioning skills, problem-solving strategies, assessment techniques, and developing viewpoints on science pedagogy. The key study findings (n = 331, from nine Australian universities involved in primary teacher education) indicated that 55% or more mentees had not received Pedagogical Knowledge for primary science teaching in each of the associated mentoring practices (mean score range: 2.60–2.91, standard deviation range: 1.10–1.32). The study concludes that mentors require further professional development to ensure that preservice teachers (mentees) receive adequate pedagogical knowledge for teaching primary science, which will involve significant collaboration between universities and schools.  相似文献   

Learning from the unfamiliar: How does working with people who use mental health services impact on students’ learning and development?     

Mandy Asghar  Nick Rowe 《Journal of Further & Higher Education》2018,42(3):339-351

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