Residential Course Research Articles

Nutrient Effects on Belowground Organic Matter in a Minerogenic Salt Marsh, North Inlet, SC

Soil organic matter, roots, rhizomes, and carbon dioxide (CO2) emission rates were examined in minerogenic marshes of the North Inlet Estuary, a system dominated by sediment depositional processes and typical of the Southeast USA. Three marsh sites were sampled: a long-term nutrient enrichment experiment at Goat Island; the high marsh, low marsh, and creekbank of Crab Haul Creek, a fringing marsh that only receives drainage from a forested watershed; and three creekbank locations in Debidue Creek, which receives drainage from a residential and golf course development situated at its headwaters. Goat Island responses to 12 years of nutrient fertilization were an increase in soil organic matter (OM), an increase in number of rhizomes, enlarged rhizome diameters, and increased CO2 emission rates. At soil depths of 10–20 cm, all Debidue creekbank locations had significantly more rhizomes than the reference Crab Haul creekbank. The rhizome diameters at the mid and upper Debidue creekbank locations were significantly larger than the Debidue mouth and reference Crab Haul creekbank. The upper Debidue and the Crab Haul creekbanks had similar soil percent OM, which was significantly greater than the mid Debidue, which was greater than the Debidue mouth. CO2 emission rates at the fertilized Goat Island plots were similar in magnitude to the upper Debidue and significantly greater than the Goat Island control plots and the reference Crab Haul Creek. Inputs of sediment in marshes dominated by depositional processes may buffer the system from adverse effects of nutrient exposure, while increases in soil OM and rhizomes in response to nutrients may contribute to peat formation.

Situational analysis of industrial hygienists in India.

Background:Industrial growth in India has resulted in increased employment opportunities thereby inflating the size of the workforce engaged in both organized and unorganized sectors. This workforce is exposed to various occupational factors at workplace and hence is susceptible to occupational diseases, the control of which requires trained occupational health manpower.Methods:The present study was undertaken to map the institutions offering courses to develop industrial hygienist in India, estimate the requirement of such occupational health manpower and to design competencies and curriculum for such a course.Results:Though there are no norms for the industrial hygienist in the Indian Factories Act, on assumption on the basis of norms provided for Safety Officer, it is estimated that for 26.92 million workforce engaged in organized sector, a total of 5407 Industrial hygienists will be required. Thus there is an estimated deficit of 51% for Industrial hygienist based on current ratio of employment. However on supply side there are only three institutes offering specialized courses on industrial hygiene out of which only one is full time residential course while rest two are offered through distance learning mode.Conclusions:Therefore, there is a vital need for the development of industrial hygienist not only in quantity but also in quality so that the workers in industries and communities lead socially and environmentally productive lives.

Building public health capacity in Madhya Pradesh through academic partnership

Engaging in partnerships is a strategic means of achieving objectives common to each partner. The Post Graduate Diploma in Public Health Management (PGDPHM) partners in consultation with the government and aims to strengthen the public health managerial capacity. This case study examines the PGDPHM program conducted jointly by the Public Health Foundation of India and the Government of Madhya Pradesh (GoMP) at the State Institute of Health Management and Communication, Gwalior, which is the apex training and research institute of the state government for health professionals. This is an example of collaborative partnership between an academic institution and the Department of Public Health and Family Welfare, GoMP. PGDPHM is a 1-year, fully residential course with a strong component of field-based project work, and aims to bridge the gap in public health managerial capacity of the health system through training of health professionals. The program is uniquely designed in the context of the National Rural Health Mission and uses a multidisciplinary approach with a focus on inter-professional education. The curriculum is competency driven and health systems connected and the pedagogy uses a problem-solving approach with multidisciplinary faculty from different programs and practice backgrounds that bring rich field experience to the classroom. This case study presents the successful example of the interface between academia and the health system and of common goals achieved through this partnership for building capacity of health professionals in the state of Madhya Pradesh over the past 3 years.

Construction project management training for China's engineers and managers in Singapore: meeting present and future demands

This paper describes an engineering training programme designed exclusively to meet some of the present and future needs of China's construction professionals in modern construction project management practices. The trainees, mainly experienced engineers and managers, first spend 3 months in their home country learning the English language. They then depart for Singapore for a 15–month training period: a 3–month residential course in construction project management practices at Nanyang Technological University followed by a 12–month industrial attachment period with a Singaporean construction firm. The China Construction Industry Development Program is jointly sponsored by the Ministry of Construction of the People's Republic of China and the Construction Industry Development Board of the Ministry of National Development, Singapore. This 5–year programme, which commenced in 1993, is financially supported by a World Bank loan.

The Cleveland Clinic: a distinctive model of American medicine.

The Cleveland Clinic is a large healthcare system based in Cleveland, Ohio (USA) with an extensive American (throughout Northeast Ohio; Weston, Florida; and Las Vegas, Nevada) and global presence (in Abu Dhabi, UAE; and with training alumni in >70 countries). Cleveland Clinic was founded in 1921 as a distinctive medical model with a tripartite mission of "better care of the sick, investigation of their problems, and more teaching of those who serve" which has been vibrantly maintained. Distinctive aspects of the Clinic include its being a closed staff, salaried, group practice which is physician-led and which features 1-year faculty appointments and a vigorous annual review process for all physicians and leaders. Regarding its tripartite mission, the Clinic has demonstrated longstanding clinical excellence, e.g., with consistent ranking as first in cardiovascular care in U.S. News and World Report and top-10 rankings in at least 12 other specialties. A longstanding tradition of research has contributed landmark discoveries, including performance of the first coronary revascularization procedure, the first intra-coronary angiogram, the world's third face transplant, ongoing development of a breast cancer vaccine, etc. Regarding education, the Clinic serves many educational audiences excellently through its Education Institute. These audiences include medical students, graduate medical trainees, faculty physicians, nurses, and allied health providers (both within the Cleveland Clinic and from other institutions worldwide), and patients. The Education Institute also includes the Cleveland Clinic Academy, which offers training in leadership competencies to physicians, nurses, and healthcare administrators both within the Cleveland Clinic and to visitors from abroad (through the Executive Visitors Program and the Samson Global Leadership Academy for Healthcare Executives). The latter program is an intensive 2-week residential leadership development course for emerging healthcare leaders focusing on both personal leadership competencies and on healthcare system thinking (www.portals.clevelandclinic.org). Participants from 18 countries have attended to date.

Evaluation of Vipassana Meditation Course Effects on Subjective Stress, Well‐being, Self‐kindness and Mindfulness in a Community Sample: Post‐course and 6‐month Outcomes

Residential Vipassana meditation courses, which teach mindfulness skills, are widely available globally but under-evaluated. This study examined effects of a standardized, community-based Vipassana course, on subjective stress, well-being, self-kindness and trait mindfulness in a community sample. Participants completed self-report measures of these variables at pre-course and post-course (n = 122), and outcomes were compared to a control group of early enrollers (EEs) (n = 50) who completed measures at parallel time points before course commencement. Six-month follow-up was undertaken in the intervention group (n = 90). Findings, including intention-to-complete analyses, suggested positive effects of the Vipassana course in reducing subjective stress and increasing well-being, self-kindness and overall mindfulness (present-moment awareness and non-reaction). Although some reductions in post-course gains were found at follow-up, particularly in stress, follow-up scores still showed improvements compared to pre-course scores. Mindfulness change scores between pre-course and 6-month follow-up were moderately to highly correlated with outcome variable change scores, consistent with the idea that effects of the Vipassana course on stress and well-being operate, at least partially, through increasing mindfulness. The present research underscores the importance of undertaking further investigations into Vipassana courses' effects and applications.

Fate of selenium in a small urban watershed

A field study was conducted on a small urban watershed (residential and golf course dominated) in southern Nevada to assess the concentration and speciation of selenium (Se) in a series of drain lines and monitoring wells and to quantify the mass discharge of Se from the drain system. Water samples were collected on a monthly basis and analyzed for total Se, selenate (SeO4 (=)) and selenite (SeO3 (=)). In addition, where possible, flow was assessed as was, temperature, redox potential, pH, dissolved oxygen (DO) along with all major cations and anions. The data were then modeled with PhreeqC to identify selenium speciation. Results revealed a SeO4 (=) dominated system with SeO4 (=) concentrations ranging from 13 to 62 ppb. In the monitoring wells, 66 % of the variation in the total Se concentration could be described based on depth to groundwater, temperature and sulfate concentrations (P < 0.001). In particular, higher total Se concentrations were predicted for shallower depth to groundwater, suggesting the solubilization of Se evapo-concentrates near the surface could be reduced by lowering water tables. The highest of all correlations was found between SeO4 (=) concentrations (↑) and the sodium (↑) and DO (↑) concentrations in the monitoring wells (R (2) = 0.77, P < 0.001). An excellent curvilinear relationship was found between total Se and the electrical conductivity in the water (R (2) = 0.73, P < 0.001). Based on the Se data and time line identified in this study, high concentrations of Se could be expected to drain from this area for many years to come, with salinity acting as a good proxy for Se concentration. In the drain lines, Se concentrations were found to be invariant to flow (P > 0.05). Flow discharge from the main drain system to the Las Vegas Wash was estimated at 559 acre feet during the 1 year study period. This flow was estimated to carry 4,203 Mg of salts 6.71 Mg of nitrate-N and 27.1 kg of total Se.

Incorporating simulation in residential operating courses: a blueprint for the future

Incorporating simulation in residential operating courses: a blueprint for the future

Variation in students' experience of learning in an accelerated, residential, study abroad setting in comparison to their traditional HE experience

This study explores the variation in students' learning experiences of studying accelerated, residential courses during a four week study abroad option at an international study centre in the UK compared with their experiences of learning at their home institution. In focussing on qualitative aspects of students' learning experiences in these settings, this study fills a gap in the accelerated course literatureAnalysis of a series of semi-structured interviews with students during their studies during the four week option revealed four distinctively different but related ways they described their experiences of the accelerated courses compared with their home university learning experiences. These were: student sees the opportunity to learn; student feels safe; student takes learning risks; and student reconsiders learning. In traditional university settings there may be little variation in the forms and modes of teaching, learning and assessment in the student experience. One of the outcomes of this study is to suggest that in traditional university settings there is a place to explore increased opportunities for students to learn in different ways e.g. project and enquiry-based courses, innovative assessment using technology, group assessment as well as service learning courses, study abroad or work placement opportunities and field-work across the disciplines. We believe that reviewing the academic year around different learning formats and duration of courses offers students (and teachers) opportunities to become increasingly aware of their own development and their own learning (and teaching).

A programme for continuing professional development of managers in the construction industry

The University of Stellenbosch construction management programme has been providing a four-week continuing professional development programme for construction managers since 1976. The programme is presented on an annual basis. It focuses on middle management in the construction industry which includes the building as well as civil engineering sectors of the industry. An overview of the present programme curriculum and curriculum development through the history of the programme is provided. Programme themes are selected to fit in with current management issues and topics. Key factors contributing to the success of the programme are also reviewed and analysed. The personal development and educational approach adopted as well as the philosophy of using a full immersion four-week residential course is discussed. The profile of types of delegates attending the programme is summarised. Programme faculty members are drawn from the major tertiary institutions in South Africa as well as selected institutions abroad. A formal delegate performance assessment system is used. The programme also has procedures in place through which extensive feedback from delegates is gathered and reviewed and used to drive incremental improvement of the content as well as the presentation style. The role of the active alumni network in sponsoring candidates for the programme as well as interacting with delegates is reviewed.

What Happens Next?: How Ovarian Cancer Forces a Woman into a New Draft of Her Life Script

A diagnosis of ovarian cancer has an impact on many areas of a woman's life which define her identity and life story. Women are forced to reconsider the future ‘scenes’ of their life scripts as they deal with the loss of fertility, a challenge to plans and existential threat. This paper considers this experience within the theoretical framework of the Self-Memory System. Alongside this theory, the author shares her use of dramatherapy tools applied to weekend residential courses run across the UK on four occasions to support women affected by ovarian cancer.

In their own words: Student stories of seeking learning support

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twentytwo hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world’s leading providers of distance education.

Identificazione Precoce Intervento Breve (IPIB): the training program of the National Institute of Health--Italian National Health Service (ISS) on early identification and brief intervention on alcohol for primary health care professionals in Italy

The Early Identification and Brief Intervention (EIBI) programme, implemented in Italy since the 1990s, is one of the most important outcomes to be achieved to reduce the level of risk linked to hazardous and harmful alcohol consumption. The NOA-CNESPS of the ISS played a pivotal role carrying out formal activities preparing a national strategy aimed at the implementation of a common standard of EIBI training now explicitly included in all national public health documents and carried out under the frame of different national/international programmes. Identificazione Precoce Intervento Breve (IPIB) is the national EIBI working team at the NOA-CNESPS, ISS. The team started its activities in April 2006, publishing the national strategy and organising conferences to announce, promote and disseminate the IPIB training programme. The ISS has been indicated by the National Committee on Alcohol (Consulta Nazionale Alcol) as the national provider of the training activities in tight connection with the SIA (Italian Society of Alcohology) and the Regions. IPIB training is not yet compulsory for the professionals of the National Health System, but an example of implementation at the Regional level has been the specific training experience of the Tuscany Region, a programme for all the Regions on IPIB in the workplace funded by the Centre for Control of Diseases (CCM) of the Italian Ministry of Health. The courses at the ISS, funded by the Ministry of Health and by the Presidency of the Council of Ministers, Department for Anti-drug Policies, follow a formal evaluation in terms of credits to be earned through the Continuous National Training Programme (ECM). The NOA-CNESPS, ISS, implemented 11 residential courses with the main objectives of enhancing professional skills, knowledge, attitudes and motivation of primary health care professionals when dealing with patients with HHAC. The outcome of the training courses will be presented.

Introducing the use of a semi-structured video diary room to investigate students’ learning experiences during an outdoor adventure education groupwork skills course

Outdoor adventure education courses are used in higher education to develop transferable skills such as groupwork and problem-solving skills. There is a need for exploratory investigation into students’ perceptions of this experience. This study aimed to develop an innovative qualitative data collection method, and to use it to explore students’ perceived learning processes and developmental outcomes when taking part in an outdoor groupwork skills course. Participants (n = 40) were undergraduate engineering students who were taking part in the 3 day residential course as part of their degree course. Students’ experiences were captured whilst immersed in the course, using a semi-structured video diary room. Participants entered the diary room at different time points throughout the course and responded to openended questions. Following a thematic analysis, students were found to arrive on the course with mixed feelings towards groupwork and expected learning outcomes. Activities were enjoyable yet challenging, revealing students’ weaknesses and demanding a range of skills and coping methods. The outdoor environment added novelty, risk and natural consequences. Students reported developing a range of skills in groupwork, adaptability, persistence, planning, problem-solving, time-management, communication, leadership, cooperation, group reflection and team spirit, as well as benefits to physical activity, self-confidence, self-awareness, peer and staff relationships and internationalisation. These findings provide a base for future investigation into the long-term impact on student development and skill transfer. The semi-structured video diary room yielded rich data, contributing to the literature by offering a simple, yet effective, qualitative research method that can be implemented in a variety of contexts.

Feasibility of a Psychosocial Rehabilitation Intervention to Enhance the Involvement of Relatives in Cancer Rehabilitation: Pilot Study for a Randomized Controlled Trial

Cancer often affects the quality of life and well-being of patients as well as their relatives. Previous studies have suggested that relatives should be involved in psychosocial rehabilitation to address the needs for an interpersonal relationship with others in the disease trajectory. We developed an innovative rehabilitation program to be offered to the patient and a relative as a pair. The aim of the present pilot study was to examine the feasibility of the intervention in a randomized controlled trial (RCT) and to evaluate the impact on quality of life. The study was designed as an RCT comparing the new multimodal psychosocial rehabilitation with the usual services. The intervention comprised three 'supportive talks' and a residential rehabilitation course. From March 2010 to March 2011, participation was offered at the time of diagnosis to patients with lung or gynecological cancer from two departments at Odense University Hospital in Denmark. Questionnaires were used to estimate changes in quality of life (EORTC-QLQ-C30 on global health status) and well-being (WHO-Five Well-Being Index) at baseline and after 2 and 12 months. Information on the participants' views about the rehabilitation intervention was obtained from assessment charts and qualitative interviews. A total of 209 patients were assessed for eligibility, but only 42 pairs were randomized to the study. The 2-month follow-up was completed by 34 patients and 32 relatives, and 19 patients and 21 relatives completed the 12-month follow-up. A higher dropout rate at the 12-month follow-up was reported in the intervention group compared with controls. Quality of life and well-being increased for patients and relatives in both the intervention and the control group, and no clinically significant difference was observed between the intervention and the control group. Pairs reported that the time of inclusion was inconvenient and that rehabilitation ought to meet their changing needs. The pilot study showed that it may be difficult to conduct an RCT of a psychosocial rehabilitation intervention for pairs, and difficulties with inclusion and drop out have to be addressed. Interventions need to be carefully developed and tested before evaluating an effect in a large-scale study.

Family Physicians Are Essential for Mental Health Care Delivery

As the largest and most widely distributed of primary care physicians, family physicians have an important role in providing mental health care, especially in rural and underserved areas. However, the proportion of family physicians who report providing mental health care is low. Policy barriers such as payment for mental health services should be explored to ensure access to mental health care for patients across the urban to rural continuum.

SEMINARIOS VIRTUALES. CÓMO APLICARLOS EN EDUCACIÓN A DISTANCIA

The article deals with an element in distance education which has been offered so far only through face to face teaching in residential short term courses. This element is traditionally labeled as "seminar" which differes from the lecture or "unidad didactica" in that it is based on students own contributions and on academic discussion. Today various attempts are made to deliver seminars as well online. The special characteristics and difficulties are discussed here in detail. Also alternative technical solutions are analyzed. At the end it is argued that virtual seminars have special characteristics that still have to be further investigated and that may rather complement than substitute face to face meetings.

Outcome Evaluation of Therapeutic Community Model in Iran

Evaluation of treatment programs in addiction field is a prerequisite to improve the quality of care. This study aimed to investigate the effectiveness of Therapeutic Community (TC) program in Iran. Individuals who had voluntarily enrolled in the TC center within a period of seven years, from early 2005 to late 2011, entered the study. Those who successfully completed the 14-week residential course were considered as 'completers'. They were subsequently called in for urine test and interviews using Maudsley Addiction Profile. Urine test was conducted to determine if they were positive for heroin, opium, methadone, methamphetamine, bupronorphine, hashish, and tramadol. A number of 378 individuals with mean (±SD) age of 32.5 ± 7.8 enrolled in the TC program during the study period, 240 individuals of whom completed the 14 weeks course (69.0%). At the end of the sixth year, 22% of the participants were in abstinence. Physical and mental health in abstainers proved to be of better conditions than those of non-abstainers (P<0.05). Considering the TC outcome in other countries, it seems that TC maintains an acceptable effectiveness in Iran. Prospective controlled studies are warranted to investigate the outcomes in more details.

Effect of kapalabhati on performance of six-letter cancellation and digit letter substitution task in adults

Background:Attention and concentration are valuable skills for all fields of human activity. Training to improve these skills is described in ancient hatha yoga texts.Aims:To study the effect of 1-min Kapalabhati (KB1) and 5-min Kapalabhati (KB5) practice of the Yoga rapid breathing exercise, Kapalabhati (KB), on psychomotor performance, as measured by the six-letter cancellation task (SLCT) and digit-letter substitution task (DLST).Materials and Methods:Thirty-six subjects, 21 male (mean age 25.71 years, SD 2.10), 15 female (mean age 24.13 years, SD 2.23) participated in the study. All were participating in a 3-month pranayama training program, part of residential degree courses at Swami Vivekananda Yoga Anusandhana Samsthana, Yoga University. The subjects were divided into two groups, and assessed on the SLCT and DLST, immediately before and after KB on two successive days. The first group did KB1 on day 1, and KB5 on day 2. For the second group, the order was reversed.Results:There were no significant differences on SLCT and DLST on Total and Net Scores between sessions for the same group, and between groups for the same session i.e. the effects of KB1 and KB5 were not distinguishable. However, both groups made more errors on DLST after the interventions, 525% after KB1 and 562.5% after KB5, P < 0.018 and P < 0.041, respectively (Wilcoxon Signed Rank Test). In contrast, scores on SLCT remained completely unchanged.Conclusions:Both KB1 and KB5 found no change on both SLCT and DLST. But, this kind of breathing practices leads to increases error score.

Models and Design Judgment: Conflicting Perspectives on Redesigning a Doctoral Readings Course

The purpose of this project was to document the redesign of an existing doctoral reading course for an online environment. Potential methods for actualizing the proposed course structure in an online environment, including technology tools and interactions are discussed. The design process began within the framework of the Four-Component Instructional Design (4C/ID) model (van Merriënboer, 1997; van Merriënboer &amp; Kirchner, 2007), which advocates a shift from topic-centeredness to a task-centered course organization, but quickly evolved into a flexible, iterative design process that was informed by prototyping, the judgment of the design team, and various theories of knowledge and knowing. The 4C/ID model represented our philosophical starting point, but our focus quickly shifted to a more flexible, eclectic process as we attempted to reconcile conflicting constraints on the final design. Along with the redevelopment of course objectives to meet strategic goals within the doctoral program came a focus on facilitating research thinking of the students rather than teaching isolated research tasks. The design process resulted in changes to the current residential course, which then provided an opportunity for further investigation.