Saturation studies of the E-beam sustained discharge atomic xenon laser

In an electron beam sustained discharge xenon laser the discharge energy deposition has been varied in order to investigate the saturation effect on the xenon laser. The current density of the electron beam is varied separately in the range of 0.1-2.7 A/cm2 to obtain optimized discharge excitation conditions as a function of electron beam current density and gas pressure. An optimal fractional ionization f=3.5-4×10-5 is found, independent of the electron beam parameters. The synergy of electron beam and discharge excitation has resulted in a maximum specific energy of 15 J/l at a total gas pressure of 9 ba

IR Recombination Lasers

The present study contributes to a better understanding of the atomic Xe laser as a powerful IR source. Several important phenomena like the dependence of both the observed optimized input power and maximum output power on the square of the gas density and also the constant fractional ionization are reported and verified theoretically. The insight in the kinetics of this system has also lead to the realization of small-size continuous systems with output powers in the range of watts. The results of the present study can be used to predict the performance of the atomic Xe laser under different operating conditions

A conceptual framework for educational design to bridge the theory practice gap

Session presented on: Tuesday, July 23, 2013: Purpose: Most educators in health care try to enable students to apply what they have learned in classrooms and simulation laboratories to their clinical practice. However, the theory-practice gap remains a contentious issue between faculty and practice. According to a vast number of sources a systemic approach is needed to bridge the theory-practice gap. Various systemic models for transfer of learning refer to personal characteristics, educational design factors, and organisational climate as critical elements in bridging the theory-practice gap. This framework provides tapered information and is a frame of reference to organise thinking, problem-solving and interpretation of educational design elements in different contexts. It is therefore applicable for all educators in health care. Methods: The presenter developed a draft framework based on existing learning theories, constructive alignment, and the elements of effective learning opportunities. Members of the review panel possessed expertise and interest in developing guidelines/models/strategies as well as in educational and clinical practice. A convergent consensus seeking process was used for expert review. The expert review process was approached in a qualitative manner. Based on the consensus decisions by the reviewers, adaptions were made to the draft framework. Results: The final framework consists of two principles namely establishing a community of learning and the primacy of a learning outcome. The four steps in the process entails 1) activation of existing knowledge, 2) engaging with new information, 3) demonstrating competence, and 4) apply in real world. Conclusion: Strategies to strengthen educators and clinical facilitators in applying the principles underlying the framework will become key to the value and contribution of this framework. The conceptual framework may guide the methodological approach for future research investigating the design aspect in bridging the theory-practice gap

Developing Critical Thinking Skills through Concept Mapping

Session presented on Monday, November 9, 2015: Concept mapping provides a visual presentation of meaningful relationships between concepts in the form of schemes. Competence in nursing is based on the ability to integrate knowledge in order to identify the problem or shortcomings and understand the related theory to the problem. Evidence of competence further lies in the application of the integrated knowledge in a practical event or situation in a real life setting or simulation. A competent practitioner therefore has the ability to think critically. In using concept maps, critical thinking skills are developed through the graphic presentation of the following: the central issues and assumptions in the argument declarative knowledge and information from a wide range of sources different arguments, claims and evidence important relationships and evidence-based interpretations valid and reliable evidence inferences drawn from the evidence conceptualisation of decisions and solutions to problems

Deradikalisasi Paham Keagamaan Melalui Pendekatan Pendidikan Agama Islam dalam Keluarga

Maraknya gerakan-gerakan radikalisme dan terorisme yang mengancam keutuhan NKRI telah menjadi perhatian serius pemerintah, duniapendidikan dan juga lembaga-lembaga pemerhati semangat kebangsaan. Berbagai upaya telah dilakukan dalam rangka menangkal dan menanggulangi gerakan tersebut salah satunya dengan menambah materi anti radikalisme pada kurikulum pembelajaran di sekolah-sekolah. Tulisan ini mengemukakan gagasan untuk menangkal gerakan dan laju radikalisme melalui pendidikan agama Islam yang diberikan oleh orang tua dalam keluarga. Hal ini dipandang akan sangat berpengaruh dikarenakan keluarga merupakan sekolah pertama tempat seorang anak ditempa dan dibentuk sehingga bisa meng-counter informasi dengan konsep dasar yang telah ditanamkan dalam pendidikan yang diperolehnya dalam keluarga. Melalui analisis kualitatif deskriptif, tulisan yang menggunakan metode library research ini dalam risetnya menemukan bahwa perlunya pendidikan agama Islam diajarkan dalam bentuk teori dan praktik dalam keluarga adalah salah satu gerakan deradikalisasi yang mesti mendapat perhatian dan disosialisasikan kepada masyaraka

Continuous wave near‐infrared atomic Xe laser excited by a radio frequency discharge in a slab geometry

Near‐infrared atomic Xe laser lines have been generated from an Ar:He:Xe laser gas mixture excited by a radio frequency (rf) discharge in a slab geometry. A maximum continuous wave (cw) output power of 1.5 W (270 W/l) was obtained at an rf frequency of 125 MHz from a gas mixture containing Ar:He:Xe (50:49:1) at a total gas pressure of 90 Torr

Evaluation of the instructional design of high-fidelity simulation by the third year undergraduate nursing students

Session presented on Friday, July 22, 2016: Purpose: Simulation as a learning strategy integrates clinical skills, content knowledge, teamwork, inter-professional communication, physical assessment, nursing therapeutics and critical thinking within a non-threatening environment (Levett-Jones et al., 2011:706). In order to reach these competencies through the use of simulation, the School of Nursing at the University of the Free State has been using simulation as a teaching and learning strategy in the undergraduate and postgraduate programs since 2010. In the first four years of using simulation, it has been a growing experience through continuous efforts to address short-falls and improving each simulation scenario. However, the question arises whether the simulations we do, comply with the standards set out for quality simulation experiences on an international level. The aspects of authenticity, scaffolding, alignment and constructivism are built into a template that the facilitators implement during the design and running of high-fidelity simulation sessions. Authenticity forms a major concern when performing simulation, despite of the increasingly sophisticated technology (Dunnington, 2014:21). Instructional scaffolding organizes and structures scattered information and concepts to students during a simulation session to assist them in knowing where to focus their attention on a given scenario (Lin, Hou, Wu, & Chang, 2014:55). Constructive alignment ensures the students meet the necessary outcomes and competencies set out per simulation session. Significant positive relations between the simulation design and learning outcomes have been confirmed through other studies (Ahn & Kim, 2015:711). Constructivism is the philosophical theory of choice used at the institution. This allow individuals to construct new knowledge for themselves through interaction with their environment (Meakim et al., 2013:S5). It is a process of personal discovery, when learners learn to understand issues within a realistic setting. However, it is only through the combination of the student\u27s interaction during the high fidelity simulation and debriefing that the aims of constructivism are met (Neill, Hons, Tesol, & Wotton, 2011:162). Pamela Jeffries\u27 publication A Framework for Designing, Implementing, and Evaluating Simulations Used as Teaching Strategies in Nursing conceptualized practices concerning the planning and running of simulations as a teaching tool (Jeffires, 2005). The framework describes the five major constructs namely: educational practices, teacher, students, simulation design characteristics and outcomes. The aim of the study is to describe the instructional design of high-fidelity simulation from the third year nursing students\u27 perspective in the School of Nursing regarding design characteristics and criteria of the Jeffries simulation model. Methods: A quantitative, non-experimental, cross-sectional descriptive design was used (Grove, Burns & Gray, 2013:24). Students completed the 20 item Simulation Design Scale (SDS) instrument which was designed by the National League for Nursing (NLN), aimed at evaluating the five design characteristics of Jeffries\u27 simulation model. It is a self-report instrument using 5-point Likert scales and provides the option for participants to select Not Applicable as a response (Thidemann & Soderhamn, 2013:1602). Descriptive statistics namely frequencies and percentages for categorical data, means and medians and percentiles for continuous data were calculated. The association between the adherence and importance of design characteristics will be described by means of 95% confidence intervals for the median differences for paired data. The analysis was done by a biostatistician from the Department Biostatistics. The population in this study included most of the third year undergraduate nursing students (30 students) in the four year Baccalaureus nursing programme at the University of the Free State. R esults: The relationship between the adherence and importance of the design characteristics are described by means of 95% confidence intervals for the median differences for paired data. The results confirm the importance of each design characteristic within high fidelity simulation session. From this study we can see that the students could identify all five design characteristics within their high fidelity scenario. The median results indicate that the students rate the objectives and information provided to them as the most important design principle, followed shortly by problem solving. Feedback and debriefing were seen as the third most important design criteria by the students. Conclusion: Findings of this study confirm the importance of applying design principles when planning high-fidelity simulation sessions for undergraduate nursing students. The students evaluated and rated the five design characteristics and confirmed the presence and importance of each as fundamental foundations for designing and performing high-fidelity simulation scenarios. Further research needs to determine the role these five characteristics have on attaining learning outcomes, learning transfer, the duration of the effect as well as translational impacts. Furthermore there is a need to determine the relationship between the design characteristics in relation to the level of the learner, the level of patient care as well as systems outcomes (Groom, Henderson, & Sittner, 2014:343)