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INTRODUCTION: Research has shown the positive effects of sleep on learning and memory. While most work focuses on the effects of a full night of sleep, evidence suggests that a daytime nap has similar effects on improving learning. This notion could be capitalized on when training aircrew. Here we examined the effects of a nap on 3 learning tasks. METHOD: Participants (N=75) were randomly assigned to a nap or rest group. The study protocol was approved by the NAMRU-D IRB. Both groups completed: a) a paired associates task (PAT), used to measure declarative memory, b) a finger tapping task (FTT), used to assess procedural memory, and c) an aerial flight maneuvering (AFM) task, used to measure participants' ability to learn to fly a simulated aircraft through a series of targets (e.g., hoops). All tasks were performed in the morning (i.e., test), followed by a 2 hr nap or rest opportunity and then tasks were performed again 30 min after the nap/rest (i.e., retest). EEG was recorded throughout, including polysomnography during the nap. Outcome variables were analyzed using a 2 (time) x 2 (group) repeated-measures ANOVA. RESULTS: For the AFM task, we found a significant time x group interaction for both mean distance from the target, p=.01, and percentage of targets hit, p=.002. The nap group demonstrated improved performance at retest compared to the rest group. Within the nap group, we also found that amount of stage 2 sleep was significantly associated with better learning, p=.025. The EEG data during the AFM task demonstrated an opposite effect in beta power changes, whereby the rest group saw a significant increase at retest compared to test, p=.012, and the nap group saw a significant decrease, p=.008. The PAT and FTT tasks did not elicit any significant behavioral or EEG results. DISCUSSION: We found that a daytime nap significantly improved learning performance on a novel aviation task compared to an equivalent rest period. This improvement was evident in both behavioral performance and EEG results. These results suggest that daytime napping could be incorporated into work/rest guidance as a strategy to improve new aircrew training. Learning Objectives 1. Understand the effects of sleep on different forms of learning and memory. 2. This study showed that a daytime nap can help individuals learn a novel task faster than rest alone. [ABSTRACT FROM AUTHOR]

The authors present a comparative analysis of the Saskatchewan Centennial celebrations (2005) and the Québec quatercentenary celebrations (2008) informed by critical race theory, cultural studies, and studies of commemoration as overarching frameworks of analysis. This collaborative work considers two sites rarely analyzed together and examines how these major commemorative events narrate and represent relations among settlers and Indigenous peoples in Saskatchewan and in Québec. The analysis focuses on two significant events in each commemorative celebration: the Centennial Gala in Saskatchewan and Rencontres [Encounters] in Québec. While the contexts and narratives differ in significant ways, the two commemorations reveal their mutual investments in a national settler project. The authors contend that examining how Canada as a nation is remembered and currently imagined through such disparate sites and local histories provides critical insight into ongoing contentions about its constitution as a White settler society. [ABSTRACT FROM AUTHOR]

Background : Using specific examples, this paper describes the tools, methods and resources used to develop Managed Knowledge Networks (MKNs) within the NHS Scotland e-Library ( ). MKNs help to complete the knowledge management cycle by providing a place to share the learning and discuss the evidence for practice through combining the use of the published material (explicit knowledge) with the experience and knowledge held by individuals, communities and organizations (tacit knowledge). Objectives : First of all, this paper outlines the e-Library infrastructure, which provides an inter-operable framework to manage the published knowledge using a metadata management system; and a knowledge-sharing tool to support the development of MKNs. It then covers the various stages involved in developing an MKN: gathering and analysing information needs in a variety of ways; presenting and organizing the resources and services for the users as identified in the needs analysis; managing the tacit, personal and local knowledge. Conclusion : The toolkit described enables the Knowledge Services Group to take the needs of users, transcribe these into Specialist e-Libraries to provide access to the published information and to support this with accessing and sharing the knowledge of colleagues via MKNs. [ABSTRACT FROM AUTHOR]

The article focuses on integration seminar as a required course in the MDiv program at Saint Andrew's College, a seminary of the United Church of Canada. The course is also elective among students in other degree programs and among students enrolled in theological programs at partner seminaries in the Saskatoon Theological Union. The course is derived from the exploration of social and economic agency and ministry, and the inner world of self-understanding and spiritual development.