No abstract

No abstract

No abstract

Using quiver gauge theories in (1+2)-dimensions, we give brane realizations of a class of Quantum Hall Solitons (QHS) embedded in Type IIA superstring on the ALE spaces with exotic singularities. These systems are obtained by considering two sets of wrapped D4-branes on 2-spheres. The space-time on which the QHS live is identified with the world-volume of D4-branes wrapped on a collection of intersecting 2-spheres arranged as extended Dynkin diagrams of Kac-Moody Lie algebras. The magnetic source is given by an extra orthogonal D4-brane wrapping a generic 2-cycle in the ALE spaces. It is shown as well that data on the representations of Kac-Moody Lie algebras fix the filling factor of the QHS. In case of finite Dynkin diagrams, we recover results on QHS with integer and fractional filling factors known in the literature. In case of hyperbolic bilayer models, we obtain amongst others filling factors describing holes in the graphene.

Background Early career general practitioners are known to be at high risk of burnout. There is a need for widely applicable, cost-effective evidence-based interventions to develop trainees’ protective skills and strategies. Results Of 120 eligible trainees, 23 (19.2%) expressed interest in participating, 17 subsequently started the course, and 15 completed at least 5 out of its 6 sessions. All psychological measures were stable for the six-week period prior to commencing the course. Following the course, there were statistically significant (p < 0.05) improvements in wellbeing, resilience, mindfulness, emotional exhaustion, disengagement, and stress scores. Participants described numerous benefits, and most stated that they would recommend it to colleagues. Conclusion Including mindful practice within general practice vocational training is feasible, and in this study it benefited the psychological wellbeing of participants. Further research is needed to explore ways of increasing uptake and course completion, the sustainability of its effects, and the wider applicability of this approach.

No abstract

No abstract

This study examines the views of project management professionals (university graduates) about the Project Management education in Pakistan. It investigates current situation, problems, its causes, and suggestions for future improvements in the project management curriculum of Pakistan. The analysis is done through thematic analysis based on semi-structured interviews with 50 project management professionals in various sectors of Pakistan’s labour market. Interview method is employed to have detailed and in-depth discussion with practitioners about the subject matter. The research identified three major problems of project management education in Pakistan i.e., deficiency of skills, gap between theory and practice, and students’ interest during their study. Furthermore, the respondents provided suggestions to fix these problems through different means such as the revision of curriculum, provision of internships for students in national and international NGO’s, arrangement of training workshops for teachers as well as students, and a robust supervision from Higher Education Commission (HEC) of Pakistan.