Repository logo
  • English
  • Català
  • Čeština
  • Deutsch
  • Español
  • Français
  • Gàidhlig
  • Italiano
  • Latviešu
  • Magyar
  • Nederlands
  • Polski
  • Português
  • Português do Brasil
  • Srpski (lat)
  • Suomi
  • Svenska
  • Türkçe
  • Tiếng Việt
  • Қазақ
  • বাংলা
  • हिंदी
  • Ελληνικά
  • Српски
  • Yкраї́нська
  • Log In
    New user? Click here to register. Have you forgotten your password?
Repository logo
  • Communities & Collections
  • Browse UWCScholar
  • English
  • Català
  • Čeština
  • Deutsch
  • Español
  • Français
  • Gàidhlig
  • Italiano
  • Latviešu
  • Magyar
  • Nederlands
  • Polski
  • Português
  • Português do Brasil
  • Srpski (lat)
  • Suomi
  • Svenska
  • Türkçe
  • Tiếng Việt
  • Қазақ
  • বাংলা
  • हिंदी
  • Ελληνικά
  • Српски
  • Yкраї́нська
  • Log In
    New user? Click here to register. Have you forgotten your password?
  1. Home
  2. Browse by Author

Browsing by Author "Walker, S"

Now showing 1 - 2 of 2
Results Per Page
Sort Options
  • Loading...
    Thumbnail Image
    Item
    Assessing level of affective learning of undergraduate nursing students at a university in the Western Cape regarding rendering prevention of mother-to-child transmission services
    (Africa Association for Health, Physical Education, Recreation, Sport and Dance, 2014) Van der Berg, Lindi; Walker, S
    Nursing assessment and teaching strategies focus mainly on the cognitive and psychomotor areas of learning. This is eminent in research studies that state that the cognitive approach is taken because of challenges in investigating the affective domain. This study assesses undergraduate nursing students’ level of affective learning with regard to rendering prevention of mother-to-child transmission (PMTCT) services, which is key to working with at-risk populations. A qualitative exploratory descriptive and contextual design was utilised to assess the level of affective learning based on the students’ reflective journaling. Ninety reflective journals were analysed by means of content analysis using Atlas.ti 7. Students were able to reflect at all the levels of the affective domain, and it was found that the use of reflective journaling is an appropriate teaching and assessment tool to enhance this learning domain. However, further research is needed on the interrelationship between the affective domain and the cognitive and psychomotor domains.
  • Loading...
    Thumbnail Image
    Item
    Timing the earliest quenching events with a robust sample of massive quiescent galaxies at 2 < z < 5
    (Oxford University Press, 2020-06-04) Jarvis, M; Carnall, A; Walker, S
    We present a sample of 151 massive (M∗ > 1010 M) quiescent galaxies at 2 3, of which 2 are at z > 4. We report formation redshifts, demonstrating that the oldest objects formed at z > 6; however, individual ages from our photometric data have significant uncertainties, typically ∼0.5 Gyr. We demonstrate that the UVJ colours of the quiescent population evolve with redshift at z > 3, becoming bluer and more similar to post-starburst galaxies at lower redshift. Based upon this, we construct a model for the time evolution of quiescent galaxy UVJ colours, concluding that the oldest objects are consistent with forming the bulk of their stellar mass at z ∼ 6–7 and quenching at z ∼ 5. We report spectroscopic redshifts for two of our objects at z = 3.440 and 3.396, which exhibit extremely weak Ly α emission in ultra-deep VANDELS spectra. We calculate star formation rates based on these line fluxes, finding that these galaxies are consistent with our quiescent selection criteria, provided their Ly α escape fractions are >3 and >10 per cent, respectively. We finally report that our highest redshift robust object exhibits a continuum break at λ ∼ 7000 Å in a spectrum from VUDS, consistent with our photometric redshift of zphot = 4.72+0.06 −0.04. If confirmed as quiescent, this object would be the highest redshift known quiescent galaxy. To obtain stronger constraints on the times of the earliest quenching events, high-SNR spectroscopy must be extended to z 3 quiescent objects

DSpace software copyright © 2002-2025 LYRASIS

  • Cookie settings
  • Privacy policy
  • End User Agreement
  • Send Feedback