Journaling File System

File systems using non-volatile RAM (NVRAM) promise great improvements in file system performance over conventional disk storage. However, current technology allows for a relatively small amount of NVRAM, limiting the effectiveness of such an approach. We have developed a prototype in-memory file system which utilizes data compression on inodes, and which has preliminary support for compression of file blocks. Our file system, mramfs, is also based on data structures tuned for storage efficiency in non-volatile memory. This prototype will allow us to examine how to more efficiently use this limited resource. Simulations have shown that inodes can be reduced to 15-20 bytes each at a rate of 250,000 or more inodes per second. This is a space savings of 79-85% over conventional 128-byte inodes. Our prototype file system shows that for metadata operations, inode compression does not significantly impact performance, while significantly reducing the space used by inodes. We also note that a naive block-based implementation of file compression does not perform acceptably either in terms of speed or compression achieved.

Counseling generally aims to realize sound mental health and personal well-being that leads to personal change. Similarly, Islam tells its followers to attain personal well-being through its system of spirituality and religiosity. In this context, this paper explores the significance of counseling in Islam, the mechanisms through which Islam pursues personal and social change, and the manner in which professional counseling should be practiced in Islam. The author concludes that the Islamic system is preventive rather than curative and consists of a mature integration of mental and physical aspects with the spiritual dimensions of man.

Saskatchewan Health Authority BACKGROUND This poster reports on the development phase of a collaborative research project with J. Lim, Speech-Language Pathologist (S-LP) from the Saskatchewan Health Authority. J. Lim initiated the development of a parent-child journaling activity to be integrated with local preschools. This collaboration was explored as a population-level, preventative approach to strengthen language and literacy development in a potentially at-risk region. Prior to pursuing broad-based implementation of the approach, J. Lim sought to develop a research study to examine (1) the effects and ( ) the feasibility of the approach. Contributions of the current CSD 900 Group: (1) Development of background literature and rationale; (2) Support for development of methods: Program structure and study design; (3) Materials development: Consent materials, study questionnaires, training materials for parents and educators. ➢ This project highlights the importance of clinician-driven research. This research was developed based on a need in a community, and can create positive outcomes for an at risk community. ➢ It also draws attention to the potential benefits of involving parents in children's education, specifically for children who are at risk for poor literacy and vocabulary outcomes. ➢ Early intervention for these children is crucial for success in education. Integrating parents into early intervention is an excellent strategy to promote success. ➢ The study is currently under ethical review. A new group of students will be collecting and analyzing the data in the following year.

Journaling is a relatively new feature of modern file systems that is not yet exploited by most digital forensic tools. A file system journal caches data to be written to the file system to ensure that it is not lost in the event of a power loss or system malfunction. Analysis of journal data can identify which files were overwritten recently. Indeed, under the right circumstances, analyzing a file system journal can reveal deleted files and previous versions of files without having to review the hex dump of a drive. This paper discusses data recovery from ReiserFS and ext3, two popular journaled file systems. It also describes a Java-based tool for analyzing ext3 file system journals and recovering data pertaining to overwritten and deleted files.

Problem-solving styles and interpersonal dynamics of project teams are often critical factors for a team to function effectively. To study problem-solving styles and track intra-team interactions, the Kirton Adaption-Innovation Inventory (KAI) was used to determine the cognitive styles of engineering and management students in Bucknell's Institute for Leadership in Technology and Management (ILTM). KAI scores allowed interpretation and characterization of data from student journaling assignments that recorded observations about project team members' abilities to work and communicate with each other. KAI results show correlations with both positive and negative aspects of project team experiences. The results indicate potential sources of conflicts in project teams comprised of mature individuals working in a corporate environment.

insights, understand challenges affecting practices, and develop policy guidelines . Consequently, universities have been at the forefront of research and they make their findings known to industry players at workshops, seminars and advocacy to inform practices . This has seen governments, industries and individuals channeling resources into researches to get new insights and making recommendation to advance lives of individuals [2] such as those living with disabilities in societies. In this study, inclusive education is defined narrowly as creating opportunities for students with mild disabilities, such as physical, visual, hearing, and behavioral disabilities, to participate in regular schools in their communities . The publication of the Salamanca conference report was hailed as the first attempt toward advocacy for the implementation of inclusive education [6]. Further to this, was the promulgation of the Convention on the Rights of Persons with Disabilities [7] which has been widely accepted as a key milestone towards achieving the BMC Research Notes

After several years of experimenting with walking as a creative process and an artistic form, my commitment to developing walking-based pedagogy for art education has been honed and heartened. This article details my doctoral research and summarizes the mindful walking methodology I am developing for diverse demographics and variable geographies. In particular, I share excerpts from interviews conducted with four Montreal-based artists who walk as an aspect of their practice: Victoria Stanton, Kathleen Vaughan, karen elaine spencer, and Dominique Ferraton. Presented as a hybrid article that couples a written introduction with a self-directed audio walk, the two components are designed to complement one another. By providing an audio walk as a pedagogical tool, I am advocating for kineasthetic engagement as an essential component for discourse on this topic. Likewise, I propose a notion of curriculum that is lived and emerging, somatic and contextual, personal yet political, and enha...

This dissertation investigates how culturally relevant learning (CRL) environments influence educational equity and academic success among undergraduate engineering students in U.S. higher education. Grounded in the framework of Culturally Relevant Pedagogy (CRP), it comprises three interconnected studies that examine how CRP practices are implemented, how CRL is experienced by students, and how these experiences predict academic achievement in engineering education. The first article presents a systematic literature review of 41 peer-reviewed studies to evaluate how CRP practices contribute to equity and inclusivity in engineering education. The review identifies four key practices: affirming students' cultural identities, creating inclusive learning spaces, addressing cultural biases, and bridging opportunity gaps. The findings underscore CRPs’ potential to transform engineering education by honoring diverse student identities and advancing equity, particularly for historically marginalized groups, including Black, Hispanic, women, disabled students, and other minoritized populations such as international students. The second article introduces the Culturally Relevant Learning Experiences for Engineering Students (CRLE-ES) scale, a 20-item instrument developed with a sample of 279 undergraduate engineering students. Exploratory factor analysis supported a three-factor internal structure: student engagement, student-faculty interaction, and perceived culturally responsive environment. Evidence for validity was gathered through an iterative process that included expert review, cognitive interviews, and analysis of item performance. Internal consistency estimates suggested adequate reliability for each subscale. The third article offers an initial validation of the CRLE-ES scale and examines how CRL experiences relate to academic achievement. Using data from 279 undergraduate engineering students, the study analyzed relationships between CRLE-ES scores, student demographic variables, and GPA. Multiple linear regression analysis showed that perceived culturally responsive environments significantly predicted GPA, with a significant interaction indicating a stronger association for international students. Together, these studies offer an in-depth examination of how CRL environments support the academic success of undergraduate engineering students. The findings provide empirical support for integrating CRP-based strategies into engineering education and highlight the need for more inclusive practices that foster engagement, belonging, and achievement among diverse student populations.

This study aimed to investigate how social media, in this case, a Facebook group as Blended learning incorporated in teaching at Islamic Higher Education in Indonesia. Sixty-five EFL students participated in this study. The content of cross-cultural and responses in this closed group was analyzed to identify the patterns of interaction, and their responses to e-journaling through a Facebook group. The findings revealed that the students responded positively to this activity and promote the student's sense of the uniqueness of his own culture as a positive value and enables the students to accept the uniqueness of the other cultures. The power of sharing and learning from other students encourages understanding and appreciation of other cultures. 

Reflective journaling has been incorporated into the curricula of several health professions. The purpose of this article is to present the value of reflective journaling as a pedagogic strategy to enhance physician assistant (PA) education. A review of the literature supporting the use of reflective journaling and types of reflective journaling is presented. The various ways reflective journaling have been used in health-related curricula are identified and suggestions for potential use in PA education are provided. Key issues that impair or enhance its use are also presented. Overall, the article is intended to initiate discourse about the possible role of reflective journaling in PA education. In addition, more empirical research on the use, effectiveness, and assessment of reflective journaling to determine its viability is encouraged.

The Mount Sinai Medical Center Geriatric Interdisciplinary Team Training Program prepares future health professionals to work on geriatrics interdisciplinary health care teams through structured educational and training experiences. This article describes the Program's educational goals and teaching methods. A number of crossdisciplinary approaches have been developed to facilitate learning, including team teaching, a seminar series, workshops, journaling, standardized patients, ''real time'' experiences, and other program enhancements. The Program has had considerable impact at the trainee, faculty, management and institutional levels, but issues and challenges to cross-disciplinary team training remain. Suggestions for overcoming learning, professional culture, and implementation barriers are given.

We examine the interdisciplinary nature of ethnobotany from a broad perspective and consider its application to the biology classroom and lab. The concept of biophilia and students' relationships with plants are integral components. Botanical nature journaling, discussion of diverse cultural practices, and collection of plants are used to encourage students' interest in local plants. Interwoven with these topics is a plant/microbial lab, which focuses on the local environment and the potential antimicrobial properties of plant parts.

Youth in grades 4 to 6 were presented with healthy living topics through a two cycle, 11-week 4-H after school curriculum designed for low income, urban populations. Pre- and post-surveys were used to measure knowledge of healthy homes topics such as mold and moisture, lead poisoning, pests, asthma triggers, smoking, and food safety. Daily journaling activities designed to measure youth engagement also added to the mixed data set. Lessons learned about program efficacy, youth knowledge, and youth engagement are presented.

Modern advances in neuroscience suggest learning occurs through three basic cognition patterns. Higher-level multimodal learning occurs when learning activities contain multiple cognition patterns. This case study details an application of these concepts where fine art, journaling, practicum experiences, and in-class processing were fused to create an active and participatory method of engaging social work students in critical thinking as related to differential impacts of clinical decision-making. The learning activities are described and multimodal learning is explained, along with the findings of a focus group used to assess student feedback. Student experiences and the potential adaptations of this approach are also addressed. The tentative findings of this case study indicate positive learning experiences and suggest a need for further research to explore the opportunities associated with the use of multimodal and art-infused learning techniques in social work courses.

Transformative learning occurs when students engage in activities that challenge formative assumptions about the world and how it works. The Family Collaboration Portfolio was designed as an interactive simulation exercise in which preservice professionals critically examined their assumptions of parenting a child with a disability through becoming the parent of a virtual child with a disability. Activities were based on interactive pedagogical strategies associated with transformative learning, such as case studies that involved the exploration of themes of power and disempowerment, engagement with feelings and emotion, reflective journaling and learning in relationship. Data from portfolio activities completed by students in three graduate education classes were analysed qualitatively. Findings suggest increased understanding of parents of children with disabilities and enhanced support for parent-professional collaboration within the educational environment.

A study examined how a teacher, researcher, and students moved beyond literal, lower-level thinking and response activities and engaged in literature study that promoted meaningful discussions and deeper-level responses and understandings. The study combined two research paradigms, action and interpretative research. The classroom teacher and researcher discovered and developed a pedagogy for improving literature instruction which included demonstration, facilitation of group process, and construction (:):: and intepreted the manner in which the students independently engaged in literature study. Results indicated that: (1) literature can be a tool for children to identify their own fears, joys, and hopes through the character's eyes; (2) students went beyond the literal comprehension of literature by constructing interpretations together and making connections to their lives; (3) student choice of books, ways of making meaning, collaborative goal setting, and group decision making were motivating and crucial to successful literature study; (4) transmediation of students' responses included discussion, journals, and drama, and changing of sign systems assisted them to revisit the text in multiple ways and build layers and levels of thinking, understanding, and interpretations of the novel and its themes; (5) students developed a beginning understanding of historical events through the novel and their examination of other nonfiction sources of information; and (6) a struggling reader was capable of successfully engaging in literature study--although experiencing difficulty in reading, he exhibited thoughtful responses during discussions and activities. (Contains six figures and 142 references; sample forms and transcript conventions are appended.) (Author/CR)

A study examined how a teacher, researcher, and students moved beyond literal, lower-level thinking and response activities and engaged in literature study that promoted meaningful discussions and deeper-level responses and understandings. The study combined two research paradigms, action and interpretative research. The classroom teacher and researcher discovered and developed a pedagogy for improving literature instruction which included demonstration, facilitation of group process, and construction (:):: and intepreted the manner in which the students independently engaged in literature study. Results indicated that: (1) literature can be a tool for children to identify their own fears, joys, and hopes through the character's eyes; (2) students went beyond the literal comprehension of literature by constructing interpretations together and making connections to their lives; (3) student choice of books, ways of making meaning, collaborative goal setting, and group decision making were motivating and crucial to successful literature study; (4) transmediation of students' responses included discussion, journals, and drama, and changing of sign systems assisted them to revisit the text in multiple ways and build layers and levels of thinking, understanding, and interpretations of the novel and its themes; (5) students developed a beginning understanding of historical events through the novel and their examination of other nonfiction sources of information; and (6) a struggling reader was capable of successfully engaging in literature study--although experiencing difficulty in reading, he exhibited thoughtful responses during discussions and activities. (Contains six figures and 142 references; sample forms and transcript conventions are appended.) (Author/CR)

Continuous Data Protection or CDP is a method for capturing all changes occurring to a storage device, allowing fine granularity restore of objects from crash consistent images. In this paper we introduce a method for creating a virtual image of a block storage device,using a CDP journal log and an image of the device at one point in time. The creation of the disk image for any point in time is created on demand. The creation algorithm is very efficient and takes only a few minutes for multiple TeraBytes of changes. The algorithm for creating the image can be formalized as a map/reduce algorithm and can be parallelized easily over multiple machines to reduce the creation time. The creation on demand of the virtual image allows a much more efficient handling of the data inside the journal of the CDP and allows the use of CDPs for enterprise class applications.

This qualitative action research entailed the description of how the researcher used the philosophical inquiry approach to improve the teaching of Civic and Citizenship Education class. Using the data collected in the classroom observation (audio and video recording), document analysis (teacher's reflective journal and students' written work) and a group interview, the students' learning experiences were analyzed to find out the extent of the development of their community of inquiry, their reasoning skills, and their views and perceptions towards the CCE lessons. Content analysis was used for classroom observation transcriptions, teacher reflective journal and students' written work, while thematic analysis was used to analyze the group interview. By conducting three cycles of Lewin's type of action research on twenty-five students for two semesters, the researcher managed to capture the gradual development of the community of inquiry, especially for the elements of participation, shared cognition, the quest for meaning, deliberation, impartiality and challenging as a procedure. In terms of reasoning skills, at the early stage, students were mainly providing examples and supporting opinions with convincing reasons. They gradually improved in offering counter-examples, making balanced evaluative judgments, making relevant distinctions and connections, and seeking to clarify ill-defined concepts. Seeking to uncover underlying assumptions, drawing suitable inferences and offering appropriate analogies were presented mainly in their written tasks. Students acknowledged positive changes and improvement in their CCE lessons as compared to previous and other classes, mainly because of the feeling of social solidarity, the exchanged of ideas and the condusive learning environment which enhanced their speaking, listening and thinking skills, together with some personal traits and values that encouraged positive interaction within oneself and with others. The main implication of the study is that philosophical inquiry is suitable to be used as an effective approach in teaching CCE as it encourages good participation, sharpens students' reasoning skills and promotes democratic classroom learning environment which can be extended to form a democratic society and good citizenship. The study ends with recommendations for improving the teaching of CCE and conducting further research in the area of philosophical inquiry and CCE.

In courses where topics are sensitive or even considered taboo for discussion, it can be difficult to assess students' deeper learning. In addition, incorporating a wide variety of students' values and beliefs, designing instructional strategies and including varied assessments adds to the difficulty. Journal entries or response notebooks can highlight reflection upon others' viewpoints, class readings, and additional materials. These are useful across all educational levels in deep learning and comprehension strategies assessments. Journaling meshes with transformative learning constructs, allowing for critical self-reflection essential to transformation. Qualitative analysis of journals in a death and dying class reveals three transformative themes: awareness of others, questioning, and comfort. Students' journal entries demonstrate transformative learning via communication with others through increased knowledge/exposure to others' experiences and comparing/contrasting others' personal beliefs with their own. Using transformative learning within gerontology and geriatrics education, as well as other disciplined aging-related courses is discussed.

Purpose: To understand adolescents’ and their parents’ perspectives on ‘being active’, this study explored the experience of participation in physical activity (PA), the role of long-term participation in PA, and the importance of remaining active for life. Methods: Eight ambulant adolescents with CP (aged 11–16 years, seven male) participated in a high-level mobility programme twice per week for 12 weeks. Guided using interpretive description, adolescents and 12 of their parents were interviewed before, after and nine months following the programme. Thirty-eight interviews were coded, analysed, and interpreted, informed by audit information, reflective journaling, and team discussions. Results: Adolescents and their parents highly value being active now and into adulthood. Sustainable participation in PA requires adolescents and families to navigate complex environments (interpersonal, organisational, community, and policy). Core themes were: ‘Just Doing it’, ‘Getting the Mix Right...

The orientation period creates a context for nurses' relationships with their employers, and can adversely affect attrition rates. Although the orientation needs of novice nurses have been detailed, little is known about what might help those with prior experience. Hence, the goal of this study was to explore whether the orientation needs of seasoned nurses are similar to or unique from those of novice nurses. During a 6-month period, the authors used two intensive qualitative methodologies (daily journaling and focus groups) to study three experienced nurses. A tri-phased model of orientation emerged, with learning and support issues unique to experienced nurses identified. Results suggest that orientation programs for experienced nurses should use specific educational strategies and content to promote engagement in a new position. J Contin Educ Nurs 2009;40(7):311–316.

The orientation period creates a context for a nurse's relationship with her employer, and can adversely affect attrition rates. While the orientation needs of novice nurses have been detailed, little is known about what might help those with prior experience. Hence, the goal of this study was to explore whether the orientation needs of seasoned nurses are similar to or unique from novice nurses. Over a six month period, we used two intensive qualitative methodologies (daily journaling and focus groups) to study three experienced nurses. A tri-phased model of orientation emerged, with learning and support issues unique to experienced nurses identified. Results suggest that orientation programs for experienced nurses should utilize specific educational strategies and content to promote engagement in a new position.

The orientation period creates a context for a nurse's relationship with her employer, and can adversely affect attrition rates. While the orientation needs of novice nurses have been detailed, little is known about what might help those with prior experience. Hence, the goal of this study was to explore whether the orientation needs of seasoned nurses are similar to or unique from novice nurses. Over a six month period, we used two intensive qualitative methodologies (daily journaling and focus groups) to study three experienced nurses. A tri-phased model of orientation emerged, with learning and support issues unique to experienced nurses identified. Results suggest that orientation programs for experienced nurses should utilize specific educational strategies and content to promote engagement in a new position.

The Guidance and Counseling Teacher profession not only plays a role in helping students' problems and achieving their developmental tasks through guidance and counseling services, but also has other workloads as an educator in schools. Vocational high school counseling guidance teachers, especially in the Bogor Regency Area, are still found to experience collisions in dealing with student behavior that leads to stress. The purpose of this study is to help vocational high school counseling guidance teachers in Bogor Regency to express thoughts and feelings in Journaling Therapy activities to overcome feelings and complaints about stress, both those that arise due to work pressure in carrying out the profession as a teacher, as well as personal problems. With this, researchers conducted a study to prove how Journaling Therapy in overcoming stress in vocational high school counseling guidance teachers in Bogor Regency. This research was conducted using a descriptive qualitative approach. The results of this study found that vocational high school counseling guidance teachers in Bogor Regency experienced a state of stress and difficulty expressing their feelings.

Dramatizations as a response activity during literature study provide a vehicle for students to use language, both verbal and nonverbal, in an educational context. A study focused on a group of five students who chose to use story dramatizations as one way to create their interpretations of the book, "The Slave Dancer" (Fox, 1973) . The study, which explored possibilities of how these fifth-grade students, the classroom teacher, and the researcher could co-construct meaning for the novel, combined two research paradigms: action and interpretive research. Data collection was a recursive process; key sources of data were audio-and video-tapes of a small group responding to literature; field notes of classroom observations; a teacher journal and interview; photocopies, videotapes, or student work samples; and interviews of each student who participated in the literature group. The recursive research process was one of revisiting the data, narrowing it down, making interpretations, and describing it. During their reading, journaling, and discussion of the book, the students created two drama projects for "The Slave Dancer." Detailed transcripts of their interaction in the dramatizations show that the students had comprehended the novel and shared that understanding with their classmates. (Contains a list of children's literature and 19 references.) (NKA)

This pilot study explored the effects of participation in a servicelearning initiative on first-year pre-service teacher education student development. The focus of the service-learning was a combination of problem-based learning and immersive activities, pairing pre-service teacher education students with an early high school-to-college bridge program established within a public urban high school in the Northeastern United States. Through examining pre-service (6) student interviews as well as content analysis of individual student journaling and researcher observations, three themes emerged that contribute to pre-service student development: (i) exposure, (ii) involvement, and (iii) learning from experience. Students who participated in the servicelearning expressed perspective taking in relation to engaging and being responsive to school-aged youth. This in turn may enhance pre-service student views of their own personal growth; preparation for future work as teachers; and continued awareness and promotion of benefits to community engagement and applied learning.

During college years, perceived stress is the top reported hindrance to well-being and academic success. Data on the acceptance and perceived benefits of yoga among college students are limited. A purposive sample of college students (n = 79) from a course centered on Vinyasa Yoga and Mindfulness Meditation were recruited. Comprehensive yoga journaling data were collected, and a directed content analysis along the constructs of the multi-theory model (MTM) of health behavior change was utilized. The advantages of yoga that emerged were improved physical performance, reduced perceived stress, acceptance of oneself, better well-being, and improved coping. The identified disadvantages were time commitment, lack of motivation, and other competing interests. Learning through small steps, modifications, and identifying multiple sources of confidence helped build behavioral confidence. Practicing at home or at a yoga studio was a common theme for support in the physical environment. Direct...

Connotations has been an ongoing pursuit of discovering images from the camera on my iPhone. this was an unpretentious pursuit, concentrating less on the technology that inspired the images and more on defining my own vision when expressing a personal composition. using the mobility of the iPhone as a means for visual journaling, i realized subtle visual patterns surfacing in the process of collecting hundreds of images. a certain vocabulary of personal taste was developing. images that most strongly reinforced this opinion were then extrapolated upon through a process of digitally drawing and manipulating colors, textures and forms to more clearly define my personal taste. In order to distinguish my own visual identity from the influence of the technology, i insisted that my own thought process manually manipulate the original images, rather than an algorithm or filter predetermined by a computer or phone application.

Background: The therapeutic relationship between patient and physiotherapist is a central component of patient-centred care and has been positively associated with better physiotherapy clinical outcomes. Despite its influence, we do not know what conditions enable a physiotherapist and patient to establish and maintain a therapeutic relationship. This knowledge has implications for how clinicians approach their interactions with patients and for the development of an assessment tool that accurately reflects the nature of the therapeutic relationship. Therefore, this study's aim was to identify and provide in-depth descriptions of the necessary conditions of engagement of the therapeutic relationship between physiotherapists and patients. Methods: Interpretive description was the qualitative methodological orientation used to identify and describe the conditions that reflect and are practically relevant to clinical practice. Eleven physiotherapists with a minimum 5 years of clinical experience and seven adult patients with musculoskeletal disorders were purposively sampled from private practice clinics in Edmonton, Canada. The in-person, semi-structured interviews were completed in a location of the participant's choice and were audio recorded and transcribed. Qualitative content analysis was used to analyze the textual data and constant comparison techniques were integrated to refine the categories and sub-categories. Rigour strategies used throughout the study were peer debrief, interview notes, reflexive journaling, memoing, member reflections, audit trail, and external audit. Results: Four conditions were identified as necessary for establishing a therapeutic relationship: present, receptive, genuine, and committed. These conditions represent the intentions and attitudes of physiotherapists and patients engaging in the clinical interaction. Although distinct, the conditions appear related as being present and receptive create a foundation for being genuine and committed. Conclusions: These conditions of engagement are needed for physiotherapist and patient to "be" in a therapeutic relationship. Although communication skills are important for advancing therapists' relational abilities, awareness and integration of intentions and attitudes are essential for shaping behaviors that develop the therapeutic relationship. These findings also suggest there are characteristics of the therapeutic relationship specific to physiotherapy. Therefore, theories from other contexts (e.g., psychotherapy) should be used judiciously to guide physiotherapy practice and research.

Data corruption is the most common consequence of file-system bugs. When such corruption occurs, offline check and recovery tools must be used, but they are error prone and cause significant downtime. Previously we showed that a runtime checker for the Ext3 file system can verify that metadata updates are consistent, helping detect corruption in metadata blocks at transaction commit time. However, corruption can still occur when a bug in the file system’s transactional mechanism loses, misdirects, or corrupts writes. We show that a runtime checker must enforce the atomicity and durability properties of the file system on every write, in addition to checking transactions at commit time, to provide the strong guarantee that every block write will maintain file system consistency. We identify the invariants that need to be enforced on journaling and shadow paging file systems to preserve the integrity of committed transactions. We also describe the key properties that make it feasible ...

This research has been carried out in order to figure out perceptions of English instructors towards professional development programs. The data was obtained because of semi-structured interviews with10 randomly selected instructors who are currently teaching English in a private university. The findings, which were obtained with the help of the qualitative study, were analyzed by means of content analysis. In conclusion, it was stated that professional development has become a very significant concept in language teaching. It is necessary for language teachers to find some opportunities to keep up with the latest developments in their fields. In addition, they should try to keep their language and teaching skills updated. Professional development programs such as, team teaching, journaling, action research, workshops, and reflective teaching provide these opportunities, and each of these opportunities supports the professional development of teachers in various ways. Exchanging knowledge and experience with teachers and encountering difficulties during teaching also support their professional development.

Students entering post-secondary education can often become overwhelmed, which can lead to feelings of stress and anxiety. As researchers with an interest in expressive and creative arts for the purpose of well-being we wanted to see if expressive and creative art would provide a positive impact on student learning and well-being. In particular, can the use of expressive arts and art journaling methods effectively engage and guide creative processes, while promoting self-care activities among students in health and public service professions? Moreover, can it potentially reduce anxiety and improve the overall psychological well-being of such students? A pilot project was undertaken with second year students studying in professional human service programs who were also doing a community practicum at an undergraduate university. Volunteers engaged in an eight-week facilitated creative art journaling program. The goal was to determine what impact expressive and creative arts might have on student stress and overall well-being. Data was collected by way of observation, photographs of student art journals, pre-post surveys, and post interviews. Although the pilot was interrupted by Covid-19, enough data was collected to recommend the potential for a positive impact on the well-being of students who engage in creative arts-based journaling practice.

Little evidence exists on health care provider (HCP) prescriptions for children's outdoor physical activity (PA). Semistructured interviews were conducted with 15 children's HCPs to explore perspectives on outdoor PA prescription programs for children and barriers to implementation. Thematic analytic techniques were used to analyze the data. Most participants reported an awareness of health benefits to children being in the outdoors. Ten themes emerged from the data related to 3 thematic categories: (1) current strategies that HCPs are using to promote PA among children, (2) barriers that HCPs see to prescribing outdoor PA, and (3) potential strategies for promoting outdoor PA among children. Assessment of the local outdoor PA environment and resource development must be done prior to a prescription program. HCPs should be skilled in conducting conversations and setting goals related to outdoor PA tailored to the patient. Developing a system for follow-up with patients on established goals should also be included.

The lives of gifted young adolescents are often subject to adult-generated and expert narratives that can impact a developing sense of self. However, opportunities for gifted young adolescents to represent themselves as informants can emerge through digital forms of qualitative research. This paper reports on the value of digital writing of journal entries, delivered by email to a researcher over several months, as an alternative to face-to-face interviews. Journaling methods combined with techniques of 'listening for voices' can support young adolescents in generating their own multivocal narratives of self. This method capturing self-narratives in email form has the potential to produce rich understandings of individual young adolescents' selfconstructions.

Short placements can provide an important and meaningful experience of politics in action for students who are unable to benefit from the generally lengthy placements currently on offer. This article is based on the findings of the three-year HEFCE-funded project The Scholarship of Engagement for Politics and explores the potential of short, local, research-based placements, which are embedded in modules, supported by online journaling and effectively assessed, to enrich students' understanding of politics and enhance their employability.

hyperglycemia increases risk for deadly metabolic diseases . Currently, transplantation of cadaveric islets is the only method for restoring β-cell mass in diabetes but is severely limited by donor availability and requires lifelong immunosuppressant therapy . Differentiating induced pluripotent stem cells into insulin secreting cells may alleviate this bottleneck, but current methods fail to recapitulate fine-tuned glucose sensing and insulin secretion in vivo [9, 10]. There is urgent need for therapies that improve endogenous β-cell function. This requires understanding how and why β-cells become dysfunctional in obesity. Improving endogenous β-cell function in diabetes is complicated by cellular heterogeneity, because individual

ABSTRACT: This course-based study explored child and youth care students’ perspectives of the ontologically
informed concept of relational authenticity and their experiences of authentic relational practice in the field. It
used a qualitative design and took an interpretivist stance that a person's experience of their own reality is shaped
by their own perspective. A nonprobability purposive sampling strategy was used to recruit undergraduate CYC
students at MacEwan University. A data-collection and triangulation method was used, with multiple data sets,
including conversational-style face-to-face and Zoom interviews and an arts-based activity. Reflexive thematic
analysis was used to identify, analyze, and interpret patterns of shared meaning (themes). Three dominant themes
were generated: a) authenticity is a pathway to meaningful relationships, b) authenticity is the power of owning
your truth, and c) following the rules is a roadblock to authenticity.

This study evaluated two forms of a resilience intervention amongst college students during the COVID-19 pandemic. Utilising a randomised controlled trial design, it examined the impact of a synchronous and asynchronous resilience interventions versus a control group that did a journaling intervention. Outcomes measured included coping behaviour, non-reactivity, wellbeing, stress, depression and anxiety. Participants consisted of Filipino college students randomly assigned to three groups: synchronous online resilience group (n = 135), asynchronous resilience group (n = 121) and control group (n = 127). Results revealed that students who went through the online synchronous resilience reported a significant reduction in depression at post-intervention compared to those who went through an asynchronous intervention. Post-intervention scores for nonreactivity were also higher in the synchronous group compared to both asynchronous and journaling groups. Effect sizes were small to modera...

Patient safety is seriously threatened by the lack of fundamental clinical reasoning abilities. Competent nurses play a signi cant role in maintaining safety and effective healthcare services by integrating knowledge, abilities and attitudes that enable them to adapt to a changing health environment. Nursing clinical competence is the synthesis of knowledge, skills, clinical reasoning, values, beliefs and attitudes. The purpose of this study was to compare the three teaching and learning methods (conversational, journaling and combined conversational and journaling re ective learning strategy in determine its effect on perceived self-directed learning and clinical reasoning in nursing education. The study was conducted using a prospective quasi-experimental with pre-and post-evaluation. Participants received brief training on re ective practices and started to collect their clinical experiences based on the current clinical rotation department, write re ective journals, and conduct re ective conversations guided with Gibbs's model of re ection. Data collection was performed before and after the intervention on their perceived clinical reasoning using the Nurses Clinical Reasoning Descriptive analysis and inferential statistics such as DID model were used. The study included 143 participants with mean age of 24.10 ± 2.12 where 74.8% of them were male. There was a statistically signi cant mean score change on perceived clinical reasoning among participants over time. The mean score performance of the participants ranged from 2.98 ± 0.94 to 4.43 ± 0.50. The overall effect size of the intervention on perceived clinical reasoning among participants accounted for β = 1.7091 to 2.2217. which is a huge effect size as compared to when they had no exposed on a combined re ective practice. The ndings revealed that integrated conversational and journaling re ective learning strategy has signi cant academic potentials of empowering the nursing students clinical reasoning skills before the provision of care to patients. Thus, combined re ective learning strategy can be used as a clinical teaching and learning strategy in nursing education.