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BackgroundInitially developed in the intensive care unit (ICU) at St. Joseph's Healthcare Hamilton (SJHH) the 3 Wishes Project (3WP) provides personalized, compassionate care to dying patients and their families. The objective of this study was to develop and evaluate 3WP expansion strategies for patients cared for on General Internal Medicine (GIM) wards in our hospital.MethodsFrom January 2020-November 2021, we developed a phased, multicomponent approach for program expansion. We enrolled patients on the GIM wards who had a high probability of dying in hospital, then elicited, implemented, and documented wishes for them or their families. Data were analyzed descriptively.ResultsFrom March 2020 to November 2020, we implemented staff education and engagement activities, created an Expansion Coordinator position, held strategic consultations, and offered enabling resources. From March 2020 to November 2021, we enrolled 62 patients and elicited 281 wishes (median [1st, 3rd quartiles] 4 [4, 5] wishes/patient). The most common wish categories were personalizing the environment (67 wishes, 24%), rituals and spiritual support (42 wishes, 15%), and facilitating connections (39 wishes, 14%). The median [1st, 3rd] cost/patient was $0 [0, $10.00] (range $0 to $86); 91% of wishes incurred no cost to the program.ConclusionsThe formal expansion of the 3WP on GIM wards has been successful despite COVID-19 pandemic disruptions. While there is still work ahead, these data suggest that implementing the 3WP on the GIM wards is feasible and affordable. Increased engagement of the clinical team during the pandemic suggests that it is positively received.

The authors explored undergraduate business students' feelings and thoughts about themselves, other students, and their professors when mobile devices are used in the lecture hall for nonacademic purposes. Specifically, they investigated mobile device use during class time, and whether students support it, are indifferent toward it, or consider it to be an intrusion. Using the critical incident technique, the authors thematically categorized students' thoughts and feelings regarding mobile device usage in the classroom for nonacademic purposes. The results uncovered unique perspectives presented by the students that carry implications for students, professors and administrators.

Fine metallic and ceramic fibres with diameters ranging from 5 to 25 microns and lengths up to several meters have been produced by a simple single step fabrication process based on the melt extraction technique [1]. The technology developed permits the production of fine fibres of amorphous or crystalline material from liquids with extremely low viscosity and high surface tension, parameters normally inhibiting fibre production by drawing and similar technologies. We believe that magnetic and mechanical properties of the fibres are linked to complex magnetic and crystallographic structures reflecting the formation of a free surface and 'frozen' stress introduced during the radial cooling from the surface to the line of contact. The quenched-in stress strongly affects the crystallographic and magnetic domain structure, and the easy axis of magnetization is usually perpendicular to the fibre length. Examples of practical applications are presented, such as: anti-theft devices, proximity, stress, identification and magnetoresistive sensors.

Fibers of Permalloy of different compositions have been manufactured in diameters from 5-20 [Mu] using a technique of melt-extraction. The molten material is raised on to the edge of a sharpened rotating molybdenum wheel whose tangential velocity is typically about 60 [ms.sup.-1]. The surface of fibers is free formed and is almost without defects. The radial cooling and high quenching rates result in a unique crystalline and magnetic microstructure. The fibers show outstanding soft magnetic properties and require no annealing to optimize performance. They also exhibit strong resistance to degradation under mechanical stress, and are especially attractive for sensor applications.

The high frequency properties of amorphous and polycrystalline wires mounted as conductors in coaxial lines were investigated, by applying a static magnetic field along the wire axis. Peaks were observed in the real part of the impedance, moving to higher frequency with the strength of the static field, typical ferromagnetic resonance behaviour.

Amorphous metallic [Fe.sub.78][Si.sub.9][B.sub.13] fibers, 50 [[micro]meter] in diameter, produced by the melt extraction method, have been studied in the as-quenched state and after furnace annealing at 455 [degrees] C and 480 [degrees] C for times between 0.5 min and 50 min. Measurements of the M-H loops and field dependence of Young's modulus have shown that they behave in a way very like that of amorphous wires. The minimum coercivity of 3 A/m is greater than that found in wires, and the minimum Young's modulus ([approximately]0.45 times the saturation value) is greater. It is suggested that the core-shell domain model applies in the as-quenched state and that stress relief followed by surface crystallization dominate the anisotropy.

We have investigated the giant magnetoimpedance (GMI) effect in fibers of different soft magnetic materials and in Permalloy wires. The fibers have been tested in the radio frequency (rf) range, by measuring the voltage drops in different parts of the circuit. The wires have been tested in the ultra high frequency (uhf) range, by measuring the transmission coefficient [s.sub.21] of coaxial lines having as central conductor a HyMu80 wire. The two methods provided quite similar results showing a strong GMI effect for very different magnetic samples.

We present the magnetic and microstructural properties of a semi-hard magnetic material Fe-Co-B-Cu produced by two rapid solidification processes: melt-extraction and melt-spinning. The as-quenched material (in the ribbon or fiber form) has coercive field [H.sub.c] in the range of 8 - 12 kA/m and remanence [B.sub.[Tau]] of 0.7 T. The semi-hard magnetic properties were obtained as a result of the combined effects of composition and special microstructures produced in the rapid solidification process.

Studies the magnetic properties of sub-20 micrometer metallic fibers formed by continuous melt extraction. Development of the melt-extraction technique; Mechanical properties of the fibers; Hysteresis loop of the fibers.

A personal narrative is presented which explores the author's personal reflections from an early childhood forests program in Poland, where she developed her personal autonomy, self-esteem and empathy for non-human and human beings.

Using a critical discourse approach (Fairclough, 2003; Foucault, 1972; Luke, 1997, 2002; Rabinow, 1984; van Dijk, 1993; van Leeuwen, 2008) this paper examines the text and embedded meaning conveyed in Jean Jacque Rousseau's novella Émile. This treatise written in the 18th century includes Rousseau's conceptualization of best practices and a set of educational guidelines detailing habits to avoid and the necessary combination of "natural" and "progressive" approaches recommended to raise children as moral citizens. In our analysis we discuss the ways Rousseau uses binary descriptions of girls-boys, mothers-fathers, and learners-tutors separately and in opposition. We go on to situate his novella as an early example of expert advice on parenting, where Rousseau positions himself as an educational expert by simultaneously defining the maternal role in early education and the role of education in society. We contend that Rousseau's works are founded on particular beliefs about the source of knowledge and construction of meaning that continues to constrain the formation of authentic partnerships among and between parents and early childhood educators. We argue that this discourse--and, importantly, the values, beliefs, and attitudes it conveys-- lingers in Canadian early childhood education learning communities and that the vestiges of these early ideas truncate and unnaturally shape our ideas of parenting, teaching, and learning by socially positioning families and teachers in ways that make it difficult to engage in co-construction of curriculum. We suggest that by better understanding and deconstructing this discourse we can move our thinking forward and authentically engage in coinquiry. [ABSTRACT FROM AUTHOR]