The dynamics of Aphis pomi De Geer (Homoptera: Aphididae) and its predator, Aphidoletes aphidimyza (Rondani) (Diptera: Cecidomyiidae), were studied over two seasons in a commercial apple orchard in Nova Scotia. Aphid and predator population dynamics were very different in the two seasons. The most numerous predator in both years was A. aphidimyza. This predator was found in the earliest colonies sampled each season and was present throughout the growing season. In the year with relatively high aphid densities a single peak in aphid and predator density was seen in mid-July, just prior to maximum predation rate. The predator’s numerical response resulted in delayed density dependence in predation rate. In the year of low aphid densities, predator and prey dynamics appeared uncoupled, and a higher rate of colony turnover may have been caused by other predators such as mirids. Aphidoletes aphidimyza tended to aggregate oviposition in high-density aphid colonies, but this aggregation resulted in predation that was only very weakly spatially density dependent.
Effects of exercise interventions on physical function, mobility, frailty status and strength in the pre-frail population: A review of the evidence base for practice Type Article URL https://clok.uclan.ac.uk/29218/ DOI ##doi## Date 2021 Citation Roddam, Hazel orcid iconORCID: 0000-0002-0637-1801, Stewart, Heather Christine orcid iconORCID: 0000-0002-4657-3221 and Lewis, Felicity (2021) Effects of exercise interventions on physical function, mobility, frailty status and strength in the pre-frail population: A review of the evidence base for practice.
Background/aims Intrinsic and extrinsic factors influence physiotherapists’ participation in continuing professional development. A number of benefits of and barriers to participation in continuing professional development are identified in the literature, but relatively little is known about factors that influence attitudes towards continued learning. The aim of this study was to identify factors influencing UK physiotherapists’ attitudes towards continuing professional development, with a focus on career point and type of employment, in the context of motivational theories. Methods An online questionnaire consisting of Likert-style questions was used to collect data from UK physiotherapists. Nominal and ordinal data were analysed to determine differences between subgroups within the dataset. Results A total of 205 physiotherapists completed the online questionnaire. Physiotherapists were generally internally motivated towards continuing professional development, but attitudes were influenced by career point and whether physiotherapists worked in the NHS or in the private sector. External factors appeared to have a negative effect on motivation towards continuing professional development. Conclusion: Differences in attitudes at different points on the career path suggest that organisational structure may impede lifelong learning at some stages in career progression, while differences between those working privately and for the NHS may potentially reflect organisational differences between these types of employment.
Background: Portfolios are widely used in undergraduate health professional education, however the majority of literature suggests that these are poorly received by students, in terms of being an effective learning tool. Objectives: to evaluate whether the aims/purpose or structure/level of standardisation/content of student portfolios influences their attitudes to and perceptions of its use as a learning tool. Major Findings: Aims/purpose and structure/level of standardisation/content of portfolios were analysed in relation to student responses in order to determine any relationship between these. The level of information provided in the studies was variable, making analysis difficult, however there appeared to be no clear link between any of these factors and student responses. The interplay of level of support and guidance, the time required for completion of the portfolio, and the role of assessment appear to have the greatest influence on student views. Conclusions: Considering the wide use of portfolios in health professional education, student support for these is limited, and further research is required to determine if alternative approaches to portfolio learning can positively influence student attitudes and perceptions.
Health care in the UK is at present experiencing a shortfall of qualified health-care professionals. One initiative that has been proposed is to provide foundation degrees, which meet the needs of employers in a range of health and welfare settings and prepares students to support clients in maximizing their independence within a programme of care. This article describes the development of the foundation degree in health and social care at the University of Central Lancashire, UK. A two-stage consultative exercise with practitioners was undertaken in the form of focus groups. These were multidisciplinary and grouped according to practice area. This form of consultation has enabled clinicians to feel valued for their skills and opinions and has ensured a curriculum that is relevant and current to the needs of practice.
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