A 3D model of the 4GLS VUV-FEL conceptual design including improved modelling of the optical cavity
The Conceptual Design Report for the 4th Generation Light Source (4GLS) at Daresbury Laboratory in the UK was published in Spring 2006. The proposal includes a low-Q cavity (also called a regenerative amplifier) FEL to generate variably-polarised, temporally-coherent radiation in the photon energy range 3-10eV. A new simulation code has been developed that incorporates the 3D FEL code Genesis 1.3 and which simulates in 3D the optical components and radiation propagation within the non-amplifying sections of an optical cavity*. This code is used to estimate the optimum low-Q cavity design and characterise the output from the 4GLS VUV-FEL.
FUTURE LIGHT SOURCES: INTEGRATION OF LASERS, FELS AND ACCELERATORS AT 4GLS
GLS is a novel next generation proposal for a UK national light source to be sited at Daresbury Laboratory, based on a superconducting energy recovery linac (ERL) with both high average flux photon sources (undulators and bending magnets) and three high peak brightness free electron lasers. Key features are a high gain, seeded FEL amplifier to generate XUV radiation and the prospect of advanced research arising from unique combinations of sources with femtosecond pulse structure. The conceptual design is now completed and a CDR recently published (1). The 4GLS concept will be summarised, highlighting how the significant design challenges have been addressed, and the project status and plans explained.
Graduate students’ experiences with standardized patients as adjuncts for teaching pelvic examinations
Purpose: To explore graduate nurse practitioner students’ perceptions of their experiences when learning to perform pelvic examinations in the laboratory and performing them in subsequent clinical rotations. One group was taught by faculty with voluntary peer examination, and the other two groups were taught by standardized patients (SPs). Data sources: Surveys with open‐ and closed‐ended (responses on Likert scales) items administered twice during 3 consecutive years to students enrolled in an advanced health assessment course. Conclusions: All groups reported feeling anxious while learning pelvic exam techniques and in subsequent clinical experiences. SPs provided immediate feedback to students, decreased their feelings of anxiety, and increased their confidence in performing examinations. Students who were taught pelvic examination techniques by SPs rated their learning experiences more positively and reported a better understanding of exam techniques than students who learned to perform exams by voluntary examination of classmates. Implications for practice: Graduate nursing programs should consider locating and using SP programs for teaching pelvic examinations in advanced health assessment courses. Although more cost‐effective, voluntary peer examination was a less effective teaching method.