Ichthyosaurus Facts and Figures

You might be forgiven for mistaking Ichthyosaurus for the Jurassic equivalent of a bluefin tuna: this marine reptile had an amazingly fishlike shape with a streamlined body, a finlike structure on its back, and a hydrodynamic, two-pronged tail. (The resemblance can be chalked up to convergent evolution, the tendency for two otherwise dissimilar creatures inhabiting the same ecological niches to evolve the same general features.) What the Fossils Tell Us About Ichthyosaurus One odd fact about Ichthyosaurus is that it possessed thick, massive ear bones which likely conveyed subtle vibrations in the surrounding water to this marine reptiles inner ear, an adaptation that doubtless aided Ichthyosaurus in locating and eating fish as well as avoiding encroaching predators). Based on an analysis of this reptiles coprolites (fossilized excrement), it seems that Ichthyosaurus fed mainly on fish and squids. Various fossil specimens of Ichthyosaurus have been discovered with the remnants of babies nestled inside, leading paleontologists to conclude that this undersea predator didnt lay eggs like land-dwelling reptiles, but gave birth to live young. This was not an uncommon adaptation among the marine reptiles of the Mesozoic Era; most likely the newly born Ichthyosaurus emerged from its mothers birth canal tail-first, to give it a chance to slowly acclimate to the water and prevent accidental drowning. Ichthyosaurus has lent its name to an important family of marine reptiles, the ichthyosaurs, which descended from an as-yet-unidentified group of terrestrial reptiles that ventured into the water during the late Triassic period, about 200 million years ago. Unfortunately, not a whole lot is known about Ichthyosaurus compared to other fish reptiles, since this genus is represented by relatively scant fossil specimens. (As a side note, the first complete Ichthyosaurus fossil was discovered in the early 19th century by the famous English fossil hunter Mary Anning, the source of the tongue-twister She sells seashells by the seashore.) Before they faded from the scene (supplanted by better-adapted plesiosaurs and pliosaurs) in the late Jurassic period, the ichthyosaurs produced some truly massive genera, most notably the 30-foot-long, 50-ton Shonisaurus. Unfortunately, very few ichthyosaurs managed to survive past the end of the Jurassic period, about 150 million years ago, and the last known members of the breed seem to have disappeared about 95 million years ago during the middle Cretaceous (about 30 million years before all the marine reptiles were rendered extinct by the K/T meteor impact). Ichthyosaurus Fast Facts Name: Ichthyosaurus (Greek for fish lizard)Pronounced: ICK-thee-oh-SORE-usHabitat: Oceans worldwideHistorical Period: Early Jurassic (200-190 million years ago)Size and Weight: About six feet long and 200 poundsDiet: FishDistinguishing Characteristics: Streamlined body; pointed snout; fishlike tail

The Effect of the Industrial Revolution on Pollution Essay

The Industrial Revolution of the nineteenth and the eighteenth centuries brought about much of the base of today’s pollutants. A series of technological advances in machinery, such as the steam engine, along with a preponderance of other goods shifting from homes and small factories to large industrial settings brought about more and more pollution. The creation of more productive processing used to manufacture cotton textiles increased the number of mills located in England and eventually moved to the northeastern United States. The steam engine allowed businesses to transfer manufacturing plants was for rivers and other waterways to areas with densely populated urban zones. Pollution increased due to the concentration of these†¦show more content†¦As jobs grew in the last half of the nineteenth century, the amounts of pollution and land plundering and the area over which it took place dramatically increased. The railroads continued rapidly with this expansion. As the rails stretched westward pollution followed in St. Louis, Missouri, Chicago, Illinois and Detroit, Michigan and then Denver, Colorado; and Los Angeles, California. The twentieth century saw the fast rise in the development of industrial parks based on the chemical manufacturing of such items as dyes, plastics, and pharmaceuticals. The primary power source saw oil substituting coal as industries grew and become more prolific. The same time frame experienced drastic changes in the structure and organization of factories as they quickly converted to mass production techniques to keep up ever increasing demand. By the close of the twentieth century, companies had radical changes from plant-wide organizations to worldwide operations. The continued advancement of technology allowed large corporations to dictate the industrial landscape, and to have a most far-reaching effect on the environment. To counter the undesirable environ mental impact, the final years of the twentieth century saw an optimistic shift in emphasis into the environment to the elimination of potential pollution at its source. Rather than trying to correct problems that had already occurred, industry began to try to get ahead of the problem beforeShow MoreRelatedThe Biological Old Regime Occurred Between The 15th And 18th Centuries1497 Words   |  6 Pagesbe supported by agriculture. A shift in society occurred during the 19th century. This marked the beginning of the Industrial Revolution. Although things became easier, it also negatively affected the ecosystem. The top important environmental consequences resulting from the Industrial Revolution are an increase in population, pollution, and global warming. The Industrial Revolution began in Britain during the late 1700s. It took place during the 18th and 19th centuries. Document 3 displays theRead MoreNegative Effects Of The Industrial Revolution923 Words   |  4 Pagesthe Agricultural Revolution gave leeway to the Industrial Revolution of the seventeenth and eighteenth hundreds. Previous landowners and investors of the Agricultural Revolution were able to start or participate Corporations and Businesses to seek great profit. New machinery and technological innovations were frequent due to the demand for faster, more efficient technology. Working class families, who were arguably the sole reason for the grand success of the Industrial Revolution, moved from theirRead MoreVivian Wang. Dr. Esson. European History . January 27,1283 Words   |  6 Pages2017 Early Stages of The Industrial Revolution In Britain: How Factories That Burned Coal Created Air Pollution In the long process of human history, with the occurrence of the industrial revolution, Britain was the first country to go through industrialisation. People give high marks on this industrial revolution, considering that it marks the beginning of a new era in human history; has passed the previous agricultural economy and has lead the human has into the industrial age. Today, however, whenRead MoreEssay On Environmental Pollution706 Words   |  3 PagesThe environmental pollution history is as old as life itself. At life’s beginning on Earth, man discovered the use of fire and burnt food for cooking food with the emitted smoke from it being the earliest environmental pollutants of this world. First forward to the Industrial Revolution of the 19th century and that was when the Earth experienced the highest rates of environmental pollution. After the machine invention from printing press and later motor vehicles, the pollution menace started envelopingRead MoreIndustrial Rev olution1094 Words   |  5 Pages The Industrial Revolution began in England during the 1700s and spread across Europe then North America, and eventually the world. This revolution assisted life but also made life more difficult as well. Gender roles were changed, products were made more efficiently and many jobs were created. This also meant that people lived in cramped houses, air pollution levels were high and people died of or suffered illnesses from working in factories. This essay will be discussing whether the IndustrialRead MoreThe Industrial Revolution: A Bad Habit Starter for Humans1477 Words   |  6 Pages The industrial revolution was a bad habit starter for humans. This revolution into the modern world created some bad habits that are detrimental to the earths quality in many aspects, such as biodiversity or the variant of living things each organism contributing to the ecosystem no matter how small, the rapidly increase in deforestation causing a loss of biodiversity plus more and more soil degradatio n which happens to affect the water quality and quantity. These problems can all be traced backRead MoreEssay about The Industrial Revolution1394 Words   |  6 PagesThe Industrial Revolution The Industrial Revolution was a great leap in manufacturing technology that had many benefits to mankind. The standard of living was raised to a higher level, products were being made could be made more efficiently and with less production costs, and many people became able to support themselves and live a life away from their parents farm. Because of the reduction in production costs, the prices of goods could be reduced as well. This gave the poorer masses more accessRead MoreTechnology And Its Impact On Society995 Words   |  4 Pages eventually affecting people’s land, increasing pollution, and promote unfair labor. Technological systems must have guidelines in order to avoid misuse of the newly developed technologies, society must also accept the technology and all of its proposed benefits and consequences. White’s assertion that society decides whether or not a technology should advance is reflected in the development of the railroad system during the Industrial Revolution. Members of the industry sector in the United StatesRead MoreIndustrial Pollution Has Impacted The Environment1078 Words   |  5 Pages Since the Industrial Revolutions, humans have progressed far into the 21st century beyond what our forefathers could ever imagine. With the development of new technology and the advancement of science, the age of manufacturing was born. Since then, industries have grown exponentially, expanding all over the world. Throughout this revolutionary venture, there was something that was completely overlooked until the late 1800s in America. That was industrial waste (http://www.deq.state.ok.us/lpdnew/wastehistory/wastehistoryRead MoreIndustrial Revolution : A Time Of Social And Economic Change1169 Words   |  5 PagesThe Industrial Revolution was a time of social and econom ic change which emphasized the power of humanity over nature. It was also an era of change which consisted of inventions that were mass produced to make life easier between 1750 and 1914. Although the Industrial Revolution led to efficient transportation and made Great Britain the center of world commerce, only the upper class got to truly enjoy that. The Industrial Revolution had spread to all around the world so the impact was more brutal

Syncretism Free Essays

Religious syncretism exhibits blending of two or more religious belief systems into a new system, or the incorporation into a religious tradition of beliefs from unrelated traditions. In the case of Haitian Vodou, Vodou blends two or more religious beliefs into one system, therefore it can be characterized has syncretism. Vodou is a syncretic system derived from deeply rooted African beliefs and colonial French Catholicism. We will write a custom essay sample on Syncretism or any similar topic only for you Order Now As a reaction to being torn violently from their roots, the slaves tried to resume their cultural and religious traditions.Ancestral spirits were invoked and celebrated in secret, far from the master’s eyes. The worship of saints and the Catholic sacraments served as a screen and a support for African beliefs. The creation of a coherent belief system was extremely important in the development of a feeling of unity among the slaves which would provide them with a sense of self and community. The process of syncretization among the African religions helps to explain why Vodou found it relatively easy to accept and integrate parts of Christian religious belief and practice into the local religious activity.Resistance to conversion was met with terrible violence, so Africans already saddled with the horror of being a slave would also suffer extra depreciations because they wished to celebrate their native religion. A solution fell into place though, and this solution was nearly identical all across the Americas. The Africans would pretend to convert to Catholicism, and secretly continue their religious traditions under the guise of Christian worship. Catholic symbols, like the Eucharist and the Saints, came to have double meanings.Initially this integration was purely functional, providing a cover of legitimacy for religions that were severely proscribed. Naturally, most Africans did not want to leave behind their old traditions. But after a few generations a real syncretism became part of the duality of beliefs of the slaves themselves, who soon found it possible to accommodate both religious systems. One way in which one can see clearly an example of syncretism is that Vodou recognizes a supreme deity and so does Catholicism. However, this god does not interact directly with humanity. Humans must rely on lesser celestial beings known as laws; and in Roman Catholicism humans must rely on lesser celestial beings known as angels and saints. These creatures might appear as gods, though they are more like helpers and messengers for the supreme creator. It was a simple matter of marrying the imagery of lwas with saints and angels. Then it was simple to go to Church and pray to St. Patrick to invoke Damballah, or pray to St. Anthony to invoke Legba. There was also no need to change the structure of the supreme deity. Vodou does not reject the idea that the Christian god is any different than their supreme deity. How did Haitian Vodou come to this point? Vodou’s evolution is marked by four major developments. The first one is the integration of African beliefs and practices around the dominant Fon religion. The second was the classification of gods and emergence of new ones. The third one was the synthesis of Catholic elements; and finally the fourth one was appropriating Amerindian religious symbols.The reason that the Fon beliefs became the dominant ones was for the simple fact that the Dahomean culture was the most populous. Vodou gained the majority of its deities from the Fon received from other African religions are the terms for gods (laws), mambos, the Congo word for priestess, and special deities lie Ogun, which absorbs the place of Gu in Dahomey. The classification for gods/laws changed over the time of Vodou’s development. At first it was classified according to African ethnic origins: Rada, Kongo, Nago, and Ibo.Later, with the emergence of new deities in Haiti two major categories of deities emerged: Rada and Petwo deities. The Rada deities originate from Africa while the Petwo deities originated in Haiti, but are still believed to visit from Africa (nan ginen). Synthesis of the Catholic faith with Vodou began with the Code Noir in 1685. This code outlawed all religions except for Catholicism. According to the Code Noir, slaves must be baptized. It stated that each slave’s acceptance into the church must be preceded by a period of religious instruction in the Catholic faith.This led to restrictions for the slaves. Some of these restrictions included slaves not being able to leave the plantation, prohibit slaves from night gathering, rituals, dances, etc. , and the sale of goats were prohibited. Three theories could explain what happened. The first one simply states that both fused together to make one. The second theory, symbiosis, explains that African elements and Catholic elements existed side by side as part of a mosaic, not having true fusion.The third theory, merely draped over the African dissimulation, states that Catholic elements of ritual were merely draped over the African ones in efforts to conceal traditional religious practices in an environment that was hostile to their survival. The last theory is what I think explains this scenario the best. Vodou is more closely related to African traditions than the Catholic faith; Vodou just used the Catholic faith as a disguise.I believe if the Catholic faith was not there, it Vodou could have still emerged under Islam or Judaism, but it would have been much harder since the two latter religions are not as universal as Catholicism. The final step in the development of Vodou is the synthesis of Amerindian religions. Symbols for Vodou originated here and not in Africa. Things like the asson, the sacred rattle of the priests, and the objects used in rituals. One can conclude that Vodou started as a religion from mainly three other religions, but now Vodou has evolved into a new and unique religion. How to cite Syncretism, Papers

Facilitation and Education Skills for Development- myassignmenthelp

Question: Discuss about theFacilitation and Education Skills for Development forNursing Answer: Introduction: Nursing students are considered as the adult learners. Nursing students learning not only comprise of education but it also contributes to the actual clinical practice. Hence, practical aspects and life experiences need to be incorporated in the nursing education. Previous educational experiences and sharing of knowledge and experiences need to be incorporated in the nursing education. Bringing these experiences to the nursing education are being considered as the characteristics of the nursing learners (Bland et al., 2011). In this activity, educators and learners are of the same educational level. In this lesson, both theoretical and practical aspects of the blood transfusion taught to the learners. Lesson plan: This teaching session include 15 minutes lecture and group discussion. This lecture is planned to teach nurses about the blood transfusion. It also includes discussion among the students and discussion with the instructor because interactive session would be beneficial in the sharing of knowledge and improving knowledge of all the participants. In this lecture almost all the aspects of the blood transfusion are covered which comprises of theoretical and practical aspects. It starts with the outline of the subject; hence participants would come to know what is going to happen in the next 15 minutes. This exercise would be helpful in the augmenting interest of the participants and keep them engaged in the lecture. Outline followed by objective of lecture. It would be helpful in the assessing the participants at the end of the lecture. Nurse should be well versed with the practical aspects of blood transfusion. However, nurse should understand theoretical aspects like introduction to th e subject, indications in which blood transfusion required and contraindications in which blood transfusion should be avoided. After understanding theoretical aspects, nurse should be demonstrated with practical procedure for blood transfusion (Rothgeb, 2008). In this lesson, procedure for blood transfusion was demonstrated by using video media. Use of video media would be more beneficial in demonstrating procedure as compared to the other media. It would be helpful in providing every detail of the procedure. Hence, learner learns the procedure with minimum margin of error. Learning with minimum error has more importance because learning of procedure for the first time can be carried forward for the longer duration in the real nursing practice. Information about adverse reactions of blood transfusion during and after the procedure should be provided to participants. It would be helpful for the nurses to take precautions during blood transfusion. Hence, nurse can implement nursing intervention to prevent or mange these adverse reactions (Paige Morin, 2013). This lecture also give opportunity to the participants to think like performing blood transfusion. Nursing responsibilities for blood transfusion also provided in the lecture. These nur sing responsivities along with the video for blood transfusion procedure provided participants with detailed information about blood transfusion (Lasater, 2007). Strategies to engage adult learners: In this teaching session, attention was given to share responsibility by both instructor and participants. Participants were given opportunity to be more proactive during the lecture and self-directed in their learning. Along with nursing knowledge, participants got opportunity to learn team process skills. Participants were evaluated to assess their knowledge gain during lecture, along with this valuable feedback can also be obtained during the evaluation process. Evaluation process also would be helpful in assessing participants progress towards meeting objectives of the lesson. Reflection component of adult learners would be helpful in establishing own criteria for self-assessment of learning. Learning-centred teaching and learning was implemented in this lecture. This teaching method is inquiry based teaching and learning process. In this approach, learner can apply critical thinking, analyse tangible problems, work in collaboration, communicate effectively and demonstrate versat ility. Participants can search, evaluate and use literature resources in the learning process (Cant Cooper, 2010). Teaching techniques: There are different theories available for adult learning. These include andragogy, neuroscience, experimental learning, self-directed learning and transformational learning. Andragogy, experimental learning, self-directed learning and transformational learning were incorporated in this lesson of blood transfusion. Knowles Andragogy theory states that adults experience can guide them to improve their learning. Mezirows transformation theory is based on the new ideas which are based on the prior experiences. Experimental theory based on the application of prior experience in the learning. According to this, learning can be augmented by experiencing learning instead of memorizing. Foundation of experiences and knowledge of adult learners have implications like recognizing expertise of participants and encouraging other participants to share their knowledge and experience (Kenner Weinerman, 2011; Abdullah Islam, 2011). This is a clinical teaching method for nursing students. In clinical teaching method, different components like exposure, participation, identification, internalization and dissemination were incorporated. Participants got exposure to blood transfusion procedure through video media. These participants took participation in learning process through discussion. Identification quality developed in the participants through understanding of the critical parameters like adverse reactions. Dissemination of the knowledge to the participants occurred through different modes like theoretical teaching, practical exposure and group discussion. Cause and effect relationship is the important component of the nursing education. In this lesson, this relationship is mentioned in the form of adverse reactions. Teaching and learning in this nursing lesson comprise of different techniques, art and science (Keskitalo et al., 2014). Outcome based teaching and learning proved to be most effective method for nursing education. In this method, regular evaluation of the of the learners is required to meet objectives of the lecture. In this lesson also, outcome based teaching and learning was impended in the form of activity. In activity, participant need to explain accurate role in blood transfusion. Hence, it would be helpful in the evaluating outcome of the lesson. It is difficult to designate a single method as the best method for nursing and method of teaching should be based on the content of the lesson. Teaching method should be selected based on the complex understandings like instructor and students context. Instructor should understand knowledge and understandings of the student and practical skills. Teaching to the adults should be designed based on the interest of the adults. This method proved beneficial in adults because adult learners can tell specifically best method for their learning (Joseph, 2013). Resources and skills : Adult learners are goal-oriented and relevance-oriented. This makes adult learners more organised with clear objectives. In this lesson also, specific objective of the learners is to gain complete knowledge of the blood-transfusion technique. Relevance of adult learners training can be evident from the orientation of training objectives with the training activities. Relevance of the adult training is also evident from the activities and information gained through training which is useful in the actual job. In this lesson, training was provided for blood transfusion which is one of the important activities of the nursing intervention. Self-directed and autonomous nature of the adult learners is beneficial in improving involvement of participants, serving as facilitator and in determining interests of learners. Satisfactory respect should be given to the adult learners. Knowledge and experience of the adult learners should be acknowledged and these adult learners should be equally trea ted rather than treating them as subordinates. It can be accomplished by engaging them in the discussion (Collins Martin, 2010). In this lesson of blood transfusion also appropriate respect was given to the participants by involving them in the discussions during lecture. It was proved that active learning is more beneficial for the adult learners. Active learning includes more engagement of the learner and implementation of different instructional techniques to improve retention of knowledge. This lesson is not only instructional, however it is based on the principle of critical andragogy. According to this principle, there should be introduction of subject, concepts and theory to the students and asking students to discuss about the subject (Phipps et al., 2013). This lecture consists of all the qualities of effective lesson which comprises of minimum slides with coloured pictures. There are different teaching techniques like lecture, reading, use of audio-visual media, demonstration, group discussion and practice by doing. Efficiency of learning and teaching in adult learners gets augmented from lectures to practice by doing with least efficiency with lectures and highest efficiency with practice by doing. Instructional strategies in the adult learning comprises of quiz, games, role-playing, brainstorming, group problem solving and lecture. In this lesson of blood transfusion instructional strategies like role-playing, brainstorming, group problem solving were implemented. Example of role-playing in this training session was discussion among participants and with the instructor about the blood transfusion (Lack Bruce, 2014). There are mainly six components for the adult learning like visual, aural, print, tactile, interactive and kinaesthetic. In this lesson also visual and aural principles of adult learning were used in the form of power point presentation. Print and tactile principles were not used in this lesson. Interactive principle was used in this lesson by promoting participants in the discussion. Adult learning principle also include self-directed learning for adults. In this lesson also, self-directed learning included in the form of activity. In activity, participants should think themselves as performing blood transfusion. It promotes self-understanding of the blood transfusion procedure by the participants. Adult learning principle also include opportunities for the learner to reflect critically. In this lesson, participants were given opportunity to express their role during procedure. In this exercise of expression of role during procedure, participants can express their views in the both positive and negative aspects (Hughes Quinn, 2013; Guglielmino, 2013). Instructional design prior to lesson, is important aspect in the adults learning. In this lesson also, instructional design is provided in the form of outline of the lesson. For effective training, objectives of the training and related outcomes and benefits of the training should be mentioned in the lecture. This lesson also includes objectives directed towards outcome of the lesson (Myrick Tamlyn, 2007). All the components related to the andragogy like need for knowledge, motivation, willingness, experience, self-direction and orientation to learning were incorporated in this lesson. Critical thinking component of the transformation learning was implemented in this lesson. Reflective analysis: Reflective observation component of the experimental learning was incorporated in this lesson. Critical reflection is superior method as compared to criticising learner. Critical reflection also promotes sharing of experiences instead of expressing experience of instructor alone. These methods are helpful in knowledge retention, skill building and on-the-job application. There should be purpose for the learning. This learning should have practical application and solve the nursing problem. In this lesson also, participants learned blood transfusion techniques because it is very important in effective health care delivery and has potential to save lives of the people. It can be achieved by performing effective blood transfusion in right quantity, good quality, to right person and for the right indication. Hence, purpose of effective nursing intervention can be achieved in adult learning. Adults should use their own experiences and knowledge for learning new things. In case of adverse reactions, nurse should learn about the adverse reactions related to the blood transfusion. Nurse should manage these adverse reactions during blood transfusion. For management adverse reactions, learner can use prior knowledge of adverse reactions for its management (Rudolph et al., 2007). There was experience of professional authority during this training programme because wider knowledge was delivered to the participants. Knowledge and information were directed in the hierarchial relationship from the instructor to the participants. In this lesson, it was established that nursing teaching more inclined towards learner-centred teaching. Critical thinking during the teaching session could give the students opportunity to become better caregivers. Nursing teaching can be more democratic even with the implementation of traditional hierarchical models. Goal of the nursing teaching was to empower students to understand their definitive accountability. It is evident from this lesson that even though, few students were sceptical about reflective practice, they found useful in nursing teaching (Graue et al., 2015). Conclusion: From this lesson, participants benefited in both theoretical and practical aspects. Apart from this, learners got opportunity to express self-directedness, suggestions and self-reflection. As a result, instructors got immediate feedback of the lesson. Reflective discussions and performance outcomes helped participants to get inspired to progress in actual clinical practice. Most of the components incorporated in the lesson proved beneficial in improving engagement of the participants in learning process. Augmented engagement in the learning process can improve retention of the knowledge. In nursing teaching, educational environment should be created based on the needs and understanding of the students which would be helpful in creating more opportunity for adult learners. References: Abdullah, M.M.B. Islam, R., 2011, Nominal group technique and its applications in managing quality in higher education, Pakistan Journal of Commerce and Social Science 5(1), pp. 8199. Bland, A.J., Topping, A. Wood, B., 2011, A concept analysis of simulation as a learning strategy in the education of undergraduate nursing students, Nurse Education Today 31, pp. 664670. Cant, P.R. Cooper, S.J., 2010, Simulation-based learning in nursing education: Systematic review, Journal of Advanced Nursing 66(1), pp. 315. Collins, R.A. Martin, J.B., 2010, Integrating adult learning and technology for effective education: Strategic approaches, in V.C.X. Wang (ed.), Integrating adult learning and technologies for effective education: Strategic approaches, pp. 189205, Information Science Reference, Hershey. Graue, M., Rasmussen, B., Iversen, A. S., Dunning, T., 2015, Learning transitionsa descriptive study of nurses experiences during advanced level nursing education, BMC Nursing 14: 30, doi: 10.1186/s12912-015-0080-z. Guglielmino, L.M., 2013, The case for promoting self-directed learning in formal educational institutions, SA-eDUC Journal 10(2), 218. Hughes, S.J. Quinn, F.M., 2013, Quinns principles and practice of nurse education, 6th edn., Cengage Learning EMEA, Hampshire. Joseph, S., 2013, Strategies for enhancing student learning experiences in higher education,Caribbean Teaching Scholar3(2), pp. 97107. Kenner, C. Weinerman, J., 2011, Adult learning theory: Applications to non-traditional college learners, Journal of College Reading and Learning 41(2), pp. 8796. Keskitalo, T., Ruokamo, H. Gaba, D., 2014, Towards meaningful simulation-based learning with medical learners and junior physicians, Medical Teacher 36, pp. 230239. Lack, M. Bruce, J.C., 2014, How nursing learners perform in problem-based learning tutorials: A South African perspective, Journal of Nursing Education and Practice 4(7), pp. 156164. Lasater, K., 2007, Clinical judgement development: Using simulation to create an assessment rubric, Journal of Nursing Education 46(11), pp. 496503. Myrick, F., Tamlyn, D., 2007, Teaching can never be innocent: Fostering an enlightening education experience,Journal of Nursing Education 46 (7), pp. 299-303. Paige, J.B. Morin, K.H., 2013, Simulation fidelity and cueing: A systematic review of the literature, Clinical Simulation in Nursing 9(11), pp. e481e489. Phipps, S.T.A., Prieto, L.C. Ndinguri, E.N., 2013, Teaching an old dog new tricks: Investigating how age, ability, and self-efficacy influence intentions to learn and learning among participants in adult education, Academy of Educational Leadership Journal 17(1), pp. 1325. Rothgeb, M.K., 2008, Creating a nursing simulation laboratory: A literature review, Journal of Nursing Education 47(11), pp. 489494 Rudolph, J.W., Simon, R., Rivard, P., Dufresne, R.L. Raemer, D.B., 2007, Debriefing with good judgment: Combining rigorous feedback with genuine inquiry, Anesthesiology Clinics 25, pp. 361376.