Search

Literary theorist and poet Kenneth Burke defines terministic screens as a rhetorical device that influences how individuals perceive and respond to a situation. They are a lens through which each individual looks at life, and are created through a person's experiences and language acquisition. The language used for one group may not be the same for another. Each word has a symbolic meaning to a person and might mean something different to another person. Terministic screens interact in a Communication Center through the setbacks and benefits of peer education. Students are all influenced by terministic screens, and consultants must implement policies including them to do their job well and keep an open mind. In the article, Olivia King analyzes how terministic screens can help and hinder peer education in communication centers, as well as, how these hinderances can be overcome.

Developing Interprofessional Education (IPE) programs for undergraduate health occupation students pose multiple complex challenges, in both university and workplace learning settings. These challenges can hinder the widespread adoption of IPE, despite evidence showing its potential to enhance knowledge of other professions' roles, foster collaborative practice and build interprofessional identity. This study aimed to provide an overview of an IPE program implemented in a regional health service during student clinical placements, and to evaluate student perceptions regarding the value of the program to their learning experiences. A retrospective mixed-methods survey was conducted with students from fourteen disciplines (n=136) who participated in eight IPE workshops. The survey sought to assess their perceptions of the program's effectiveness. Most participants were in their senior years and came from Physiotherapy, Occupational Therapy, Pharmacy, or Social Work disciplines. Students particularly valued the clinical simulation training, the structured approach to communication education, and the timely multi-source feedback provided during the program. They highly valued the opportunities for interprofessional learning that allowed them to learn with, from, and about students from other disciplines (World Health Organisation [WHO], 2010, p. 7). These elements are instrumental in enhancing interprofessional learning and collaboration. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors' wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.

While University students increasingly participate in work-integrated learning (WIL), their dignity is often violated during WIL. The current literature is limited in so far as it typically focuses on student perspectives within healthcare contexts and does not use the concept of 'dignity'. Instead, this study explored student and supervisor perspectives on student dignity during WIL across healthcare and non-healthcare disciplines. Research questions included: What are: (1) types of student dignity experiences and patterns by groups; (2) factors contributing to experiences; (3) consequences of experiences? Sixty-five semi-structured interviews were conducted using narrative interviewing techniques with 30 supervisors and 46 students from healthcare (medicine, nursing and counselling) and non-healthcare (business, law and education) disciplines. Data were analyzed using framework analysis. Nine common narrative types were identified within 344 stories: verbal abuse, right for learning opportunities, care, inclusion, reasonable expectations, right for appropriate feedback, equality, trust, and right to be informed. Factors contributing to dignity experiences and consequences were often at the individual level (e.g. student/supervisor characteristics). We found some salient differences in perceptions of experiences between students and supervisors, but few differences between healthcare and non-healthcare disciplines. This study extends WIL research based on student perspectives in healthcare, and provides practice and further research guidance to enhance student dignity during WIL.

While research has started to contest traditional student-supervisor power asymmetries within work-integrated learning, substantial gaps remain about work-integrated learning feedback, power and resistance. This study explores how students "and" supervisors narrate student power and resistance within work-integrated learning feedback narratives. Ninety-four feedback narratives were collected from 26 higher education students and 25 supervisors from six disciplines participating in 45 interviews. Data were analysed using thematic and narrative analysis. Although the narratives often reproduced traditional power asymmetries, they also contested espoused power asymmetries. Participants reported students exercising power in feedback relationships, either of their own accord or through supervisor power-sharing. Students were also reported to enact resistance to supervisor power, sometimes resulting in supervisor undermining. Student enactment of power and resistance was also illustrated through participants' pronominal, metaphoric and identity talk. We encourage work-integrated learning students and supervisors to enhance their feedback literacy paying close attention to issues of power and resistance. Students should exercise power and resistance in productive rather than repressive ways during work-integrated learning feedback in order to avoid negative impacts for supervisor well-being and student learning. Further research is needed to explore researcher "and" participant identification of power and resistance across more diverse participants.

The Maritimes Basin of Atlantic Canada contains a rich record of Pennsylvanian cyclothems. Previous studies have focused on rapidly subsiding depocenters in the central part of the basin where Carboniferous successions feature cyclic alternations between terrestrial and marginal marine strata. In contrast, the Pennsylvanian Clifton Formation was deposited on the relatively stable New Brunswick platform and contains almost entirely terrestrial strata. Although early studies of the Clifton Formation noted a cyclic architecture, particularly within Member B, this unit has remained understudied. We provide a sedimentological and sequence stratigraphic framework for the lower 85 m of Member B and interpret our results relative to a broader regional framework. Near the base of the study interval, the highstand systems tract is composed of red floodplain mudrocks; overlying sequence boundaries are composed of calcretes and (or) channels. The transgressive systems tract and maximumflooding surface are representedby coals and aquatic bivalve-bearing mudrocks. Moving upward through the section, the architecture of the highstand systems tract remains largely unchanged while sequence-bounding paleosols become less well developed, the transgressive systems tract becomes thinner and eventually not preserved, and the maximum flooding surface is only occasionally preserved, possibly represented by carbonaceous shales. These changes in cyclic architecture may be attributed to changes in the magnitude of glacioeustatic fluctuations, climate, and (or) the accommodation/sediment supply ratio. The results of this study show that the Clifton Formation represents the terrestrial/proximal endmember for cyclicity in the Maritimes Basin and provide new insight into paleotopography as a possible control on cyclothem architecture. Key words: sequence stratigraphy, sedimentology, cyclicity, Clifton Formation, Maritimes Basin. Le bassin des Maritimes du Canada atlantique contient un riche registre de cyclothèmes pennsylvaniens. Les études antérieures se sont concentrées sur des centres de dépôt à subsidence rapide dans la partie centrale du bassin, où des successions carbonifères présentent des alternances cycliques de strates terrestres et de la marge océanique. En revanche, la Formation pennsylvanienne de Clifton a été déposée sur la plateforme relativement stable du Nouveau-Brunswick et est composée presque exclusivement de strates terrestres. Bien que des études antérieures de la Formation de Clifton aient noté une architecture cyclique, particulièrement dans son membre B, cette unité demeure sous-étudiée. Nous présentons un cadre sédimentologique et de stratigraphie séquentielle pour les 85 m inférieurs du membre B et interprétons nos résultats par rapport à un cadre régional plus large. Près de la base de l'intervalle étudié, un cortège de haut niveau est composé de mudrocks rouges de plaine inondable; les limites de séquence sus-jacentes sont composées de calcrètes ou de dépôts de chenaux. Le cortège transgressif et la surface d'inondation maximale sont représentés par des charbons et des mudrocks à bivalves aquatiques. Plus haut dans la coupe, l'architecture du cortège de haut niveau demeure largement inchangée, alors que les paléosols définissant des limites de séquence deviennent moins bien développés, le cortège transgressif devient plus mince, jusqu'à n'être plus préservé, et la surface d'inondation maximale n'est qu'occasionnellement préservée et possiblement représentée par des schistes charbonneux. Ces variations de l'architecture cyclique peuvent être attribuées à des variations de la magnitude des fluctuations glacioeustatiques, du climat ou du rapport entre l'espace disponible et l'apport de sédiments. Les résultats de l'étude montrent que la Formation de Clifton représente le membre de l'extrémité terrestre/proximale en ce qui concerne la cyclicité dans le bassin des Maritimeset fournit de nouveaux renseignements sur la paléotopographie comme contrôle possible de l'architecture des cyclothèmes. [Traduit par la Rédaction] Mots-clés : stratigraphie séquentielle, sédimentologie, cyclicité, Formation de Clifton, bassin des Maritimes., Introduction Cyclothems are cyclic, often coal-bearing successions of marine and (or) terrestrial strata typical of late Paleozoic sedimentary basins (e.g., Udden 1912; Wanless and Shepard 1936; Heckel et al. 1998). [...]

Simple Summary: Genetic rearrangements of the KMT2A gene are associated with diagnostic and prognostic outcomes in the context of myeloid neoplasms. While cytogenetically visible KMT2A rearrangements (e.g., translocations) are relatively straightforward to detect by conventional cytogenetics, KMT2A partial tandem duplications (KMT2A-PTD) are too small to be detected by karyotype or FISH. Our study compares the detection of the KMT2A-PTD using three technologies: next-generation sequencing, multiplex-ligation probe amplification, and optical genome mapping. Background: Gene rearrangements affecting KMT2A are frequent in acute myeloid leukemia (AML) and are often associated with a poor prognosis. KMT2A gene fusions are often detected by chromosome banding analysis and confirmed by fluorescence in situ hybridization. However, small intragenic insertions, termed KMT2A partial tandem duplication (KMT2A-PTD), are particularly challenging to detect using standard molecular and cytogenetic approaches. Methods: We have validated the use of a custom hybrid-capture-based next-generation sequencing (NGS) panel for comprehensive profiling of AML patients seen at our institution. This NGS panel targets the entire consensus coding DNA sequence of KMT2A. To deduce the presence of a KMT2A-PTD, we used the relative ratio of KMT2A exons coverage. We sought to corroborate the KMT2A-PTD NGS results using (1) multiplex-ligation probe amplification (MLPA) and (2) optical genome mapping (OGM). Results: We analyzed 932 AML cases and identified 41 individuals harboring a KMT2A-PTD. MLPA, NGS, and OGM confirmed the presence of a KMT2A-PTD in 22 of the cases analyzed where orthogonal testing was possible. The two false-positive KMT2A-PTD calls by NGS could be explained by the presence of cryptic structural variants impacting KMT2A and interfering with KMT2A-PTD analysis. OGM revealed the nature of these previously undetected gene rearrangements in KMT2A, while MLPA yielded inconclusive results. MLPA analysis for KMT2A-PTD is limited to exon 4, whereas NGS and OGM resolved KMT2A-PTD sizes and copy number levels. Conclusions: KMT2A-PTDs are complex gene rearrangements that cannot be fully ascertained using a single genomic platform. MLPA, NGS panels, and OGM are complementary technologies applied in standard-of-care testing for AML patients. MLPA and NGS panels are designed for targeted copy number analysis; however, our results showed that integration of concurrent genomic alterations is needed for accurate KMT2A-PTD identification. Unbalanced chromosomal rearrangements overlapping with KMT2A can interfere with the diagnostic sensitivity and specificity of copy-number-based KMT2A-PTD detection methodologies. [ABSTRACT FROM AUTHOR]

What was the educational challenge? Medical student abuse within work-integrated learning (WIL) is well-reported, with negative consequences for wellbeing, motivation, and learning. Conversely, workplace dignity, described as respecting the worth of others and self, has positive impacts on wellbeing, learning, and relationships for WIL students and supervisors. Stakeholders often struggle to articulate what workplace dignity means, and can downplay or do nothing in the face of WIL indignities. What was the solution and how was this implemented? We created an innovative research-informed online learning resource about WIL dignity to improve stakeholders' understandings and help them get the best from WIL placements ensuring these are dignified, safe, and educationally productive. The resource included three topics: (a) workplace dignity and why it matters; (b) upholding dignity; and (c) strengthening dignity. What lessons were learned? We conducted a pilot qualitative evaluation involving 13 semi-structured interviews with students and supervisors to elicit their views and experiences of the resource. Our key findings across three overarching categories were: (1) perceived benefits (motivations to complete the resource; content of the resource; online pedagogies); (2) potential applications of learning (reinforcing existing knowledge; developing new knowledge; promoting reflection; changing workplace practices); and (3) suggested improvements (barriers to resource use; resource content; online pedagogies; timing of resource implementation; embedding the resource in broader learning). What are the next steps? Although we identified numerous perceived benefits, and applications of learning, the findings suggested opportunities for further development, especially improving the resource's social interactivity. We recommend that further resource implementation includes student-educator and student-peer interactivity to maximise learning, and longitudinal evaluation of the resource. [ABSTRACT FROM AUTHOR]

During the spring of 2018, residents Gary, David, and Rick Leblanc, found a near-horizontal burrow fossil within red sandstone along a ditch outcrop at Midland, New Brunswick. These red sandstones, [...]

A palynological (plant spores) biostratigraphic study of the Tournaisian (Early Carboniferous) aged sites between the townships of Bloomfield and Norton, New Brunswick is being conducted. Newly collected and historical samples [...]

Newly discovered tetrapod and invertebrate ichnofossils from the Pennsylvanian (Westphalian C) Stellarton Formation represent the first ichnofossil assemblage to be described in the Stellarton Basin of Nova Scotia. The Stellarton [...]

The Campbellton Formation has long been known to yield a fossil assemblage of Devonian (Emsian) fish and eurypterids at its westernmost exposure near Campbellton and Atholville, and a well described flora and early land animal fauna toward its easternmost exposure near Dalhousie Junction. Although the body fossil assemblage (paleobotany, vertebrate and invertebrate paleontology), paleoecology and paleoenvironmental context of the formation have been extensively studied, ichnofossils are rare and have not been described previously. Fossils from the vertebrate and eurypterid bearing 'Atholville Beds' contain a low diversity ichnofossil assemblage represented by three ichnotaxa: Monomorphichnus,?Taenidium and Helminthoidichnites. Monomorphichnus is proposed here as being produced by the produced by the activity of the eurypterid Pterygotus anglicus. La formation de Campbellton est depuis longtemps reconnue pour contenir un assemblage de fossiles de poissons et d'eurypterides du Devonien (Emsien) sur son affleurement extreme ouest pres de Campbellton et d'Atholville, ainsi que pour sa flore et sa faune d'animaux terrestres anciens bien definies vers son affleurement extreme pres de Dalhousie Junction. Meme si l'assemblage de fossiles corporels (paleobotanique, paleontologie des vertebres et des invertebres), la paleoecologie et le contexte paleoenvironnemental de la formation ont ete etudies en profondeur, les ichnofossiles sont rares et ceux presents dans cet assemblage n'ont pas ete decrits precedemment. Les fossiles de vertebres et d'eurypterides que recelent les <> abritent un assemblage d'ichnofossiles peu diversifie representes par trois ichnotaxons : le Monomorphichnus, le ?Taenidium et Y Helminthoidichnites. On avance ici que le Monomorphichnus constitue un produit de l'activite de leurypteride Pterygotus anglicus., [Traduit par la redaction] INTRODUCTION The Devonian (Emsian) Campbellton Formation, exposed along the Restigouche River--Chaleur Bay shoreline in northern New Brunswick, Canada, has been the focus of numerous studies since [...]