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Shaded Vision (Otherworld)by Yasmine Galenorn
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Weand#8217;re the Dand#8217;Artigo sisters: savvy half-human, half-Fae operatives for the Otherworld Intelligence Agency. My sister Camille is a wicked-good witch with three gorgeous husbands. Menolly is a vampire married to a werepuma. And me? Iand#8217;m Delilah, a two-faced werecat and a Death Maiden. While the war in Otherworld is expanding, so is my newly renamed PI business. And my next case is about to make life very interestingand#133;
While waiting for Shadow Wingand#8217;s next move, I decide to revamp my ragtag PI agency into the Catand#8217;s Eye Investigations firm. My first client turns out to be our cousin Daniel. During the grand reopening for the Wayfarer, he shows up while being chased by a rampaging ghost. Daniel has procured a rare and valuable sword, and a ring of ghostly warriors comes attached to it. Protectors of the soul trapped within it, the spirits are out to stop anybody who threatens the weapon. As my sisters and I unravel the history of the sword, we quickly realize that the entity locked within the blade is a dangerous king from times gone byand#151;and heand#8217;s about to break free and try to recover his crownand#133;
From New York Times bestselling author Yasmine Galenorn comes an all-new series set in the realm of her Otherworld novels.
Im Shimmer, a blue dragon shifter. Thanks to a mistake, I was exiled from the Dragon Reaches and sentenced to work for Alex Radcliffe, a vampire who owns the Fly by Night Magical Investigations Agency. Now, not only do I have to adapt to Earthside culture, but every time I turn around, somebodys trying to kill us. And worse, Alex is as gorgeous as he is exasperating. But you know what they say: Alls fair in love and bounty hunting
When an old friend of Alex contacts him about a haunting at the High Tide Bed and Breakfast in Port Townsend, Washington, we think were on a simple ghost hunt. But our investigation quickly transforms into a deadly fight as we uncover an eighty-year-old murder, a cursed house, and a dark force trapping the spirits within. To stop impending disaster we must break the curse and lay the angry spirits to rest.
Weand#8217;re the Dand#8217;Artigo sisters: savvy half-human, half-Fae operatives for the Otherworld Intelligence Agency. My sister Delilah is a two-faced werecat and a Death Maiden. Menolly is a vampire married to a gorgeous werepuma. And me? Iand#8217;m Camille, a Moon witch married to three hunky husbands, and Iand#8217;m about to journey through the veils to search for a long lost legendand#133;
With the war in Otherworld raging, the Queen of Shadow and Night summons me to her court. Aeval orders me on a quest through the mists to find an ancient ally of hers. I am to seek out The Merlin and wake him from his long sleep. Surrounded by danger on all sides, with Morgaine and Bran along for the journey, I must pray they are allies rather than enemies, as we undertake a perilous search through the labyrinth of timeand#133;
About the Author
New York Times bestselling author Yasmine Galenorn writes urban fantasy, mystery, and metaphysical nonfiction, including the New York Times bestselling Otherworld series. A graduate of Evergreen State College, she majored in theater and creative writing. Yasmine has been in the Craft for more than thirty years and is a shamanic witch. She describes her life as a blend of teacups and tattoos, and lives in the Seattle area with her husband, Samwise, and their cats.
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Center for Medicare and Medicaid Innovation will explore alternatives to the traditional fee-for-service model for paying doctors
The Centers for Medicare and Medicaid Services will spend $10 billion during the next nine years on research into how to reduce health care costs while improving quality of care, its top official has said.
CMS Administrator Dr. Donald Berwick outlined his goals and approach for the Center for Medicare and Medicaid Innovation this week during a conference at the Brookings Institution's Engelberg Center for Health Care Reform.
Under the new health reform law, CMS will open the research center in January 2011 to investigate alternatives to its traditional fee-for-service model for paying doctors. The choices might include models in which doctors are paid a monthly fee per patient to provide preventive and urgent care rather than being paid a fee each time service is rendered. CMS has the authority to implement such changes without asking for Congress' approval.
Related stories:
Data expertise needed to map out Medicare reform
New center to spur innovations in health care
Berwick said his goal is to honor what he called the center's triple aim in the upcoming research: improved health, improved quality of care and reduced costs.
"The third part of the triple aim is lower cost, reduction of cost, measured as you wish, per capita or otherwise," Berwick said. "And I want to make it very clear: It's reduction of cost without harming a hair on anyone's head. No one gets harmed — no patient, no community, no loved one."
Berwick also described his approach as a reflection of medicine as one of many shareholders in the field of public enterprises, acknowledging that taxpayer-funded medical care is competing for public funding along with schools, the environment, transportation and other public endeavors.
"Viewing ourselves as a shareholder makes us less entitled to any share we can get and should make us more interested in prudent approaches to the reduction of cost through improvement itself," Berwick said.
He also announced that Dr. Richard Gilfillan will be acting director of the new innovation center. Gilfillan previously directed performance-based payment policy at CMS and was a health care consultant at Geisinger Consulting Group.
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Holiday Inn Express Springfield
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- Continental Breakfast
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Cabin Fever Combat!
... bright sunshine. If it's too cold, sleeting, freezing rain or slick and icy, we can't always exercise outside. Everyone I meet has a touch of winter "low energy." We call it Cabin Fever.
Is winter Cabin Fever so different from "cancer cabin fever?"
Ways to Combat Cabin Fever:
Dress for the weather, & when dry, get outside and exercise. Ski or snowshoe ...
Finding the Light Within.
... of calm. When I opened my eyes at the end of class, a light inside me merged with the light outside. I left with unexpected energy for the days ahead.
I was back in Boston from December 9th through the 13th for Chemo Cycle 5 "mini-vacation." I stayed at the very hip Renaissance Boston Waterfront Hotel in the Seaport (with a very good rate.) The guest/staff service was extraordinary. Special thanks to Managers, Michelle and Adam and to ...
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Increased expression of MUC1 in advanced pancreatic cancer
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* Final gross prices may vary according to local VAT.Get Access
Tissue specimens obtained from 70 patients with invasive ductal carcinoma of the pancreas, in pTNM stage III or IV, were immunostained with the anti-MUC1 monoclonal antibody DF3. The results of immunostaining were determined to be positive when more than 50% of the total cancer cells were positively stained. Association of the expression of the DF3 epitope with clinicopathological parameters or patients' survival was statistically evaluated.
The incidence of positivity of MUC1 expression was 55.7% (39/70) and this incidence was significantly higher in pTNM stage IV than in stage III (odds ratio [OR], 4.015; 95% confidence interval [CI], 1.459–11.0541; P = 0.0076). As there was a clear difference in overall survival between pTNM stages III and IV (P = 0.0016), the effect of MUC1 expression on survival was separately evaluated in each stage. It was shown that the expression of MUC1 was associated with unfavorable overall survival in stage IV (P = 0.0197).
Our data suggest that the expression of MUC1 may be related to the progression of pancreatic cancer.
Article MetricsCitations
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- Title
- Increased expression of MUC1 in advanced pancreatic cancer
- Journal
Journal of Gastroenterology
Volume 38, Issue 12 , pp 1162-1166
- Cover Date
- 2003-12-01
- 10.1007/s00535-003-1224-6
- Print ISSN
- 0944-1174
- Online ISSN
- 1435-5922
- Publisher
- Springer-Verlag
- Additional Links
- Keywords
- pancreatic cancer
- invasive ductal carcinoma
- pTNM stage
- overall survival
- Industry Sectors
- Authors
- Yuji Hinoda (A1)
- Yoshito Ikematsu (A2)
- Michiko Horinochi (A3)
- Shuji Sato (A4)
- Kotaro Yamamoto (A5)
- Tomoko Nakano (A6)
- Mikiko Fukui (A1)
- Yutaka Suehiro (A1)
- Yuichiro Hamanaka (A1)
- Yoshiro Nishikawa (A2)
- Hideo Kida (A2)
- Shinji Waki (A2)
- Masaaki Oka (A5)
- Kohzoh Imai (A4)
- Suguru Yonezawa (A3)
- Author Affiliations
- A1. Department of Clinical Laboratory Science, 1-1-1 Minami-Kogushi, Ube, 755-8505, Japan
- A2. Department of Surgery, Hamamatsu Medical Center, Hamamatsu, Japan
- A3. Second Department of Pathology, Kagoshima University School of Medicine, Kagoshima, Japan
- A4. First Department of Internal Medicine, Sapporo Medical University, Sapporo, Japan
- A5. Second Department of Surgery, Yamaguchi University School of Medicine, Ube, Japan
- A6. Department of Otolaryngology, Yamaguchi University School of Medicine, Ube, Japan


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|Property type
|Minimum Stay
|3 nights
A wonderful vacation experience awaits you in the Luxurious Home near Disney
* Computer with high speed Internet and wireless Wifi!
* Perfect for a dream Disney Vacation - Great Rates!
* Check our rental price before renting anywhere else!
* 10 minutes drive to the main entrance of Disney Theme parks.
* 4 bedrooms with two master suites, all of which have top quality luxury mattresses. 3 bathrooms, large dining room and family room.
* Ideally suited for 2 families vacationing together.
* Private Pool and Spa backs up to conservation view area, orange grove.
* Two or more consecutive weeks receive discount.
* We strive to make our home a comfortable and affordable alternative for your Walt Disney World vacation!
This luxury vacation home is beautifully decorated and is complete with all the amenities of your own home. Guests will enjoy the luxury of two master suites.
Located on the beautiful gated Sanctuary community close to Disney and Orlando attractions and. Enjoy your Florida vacation in a newly built luxury home in the lovely Sanctuary development just 10 minutes from Disney! The resort is an oasis of calm and tranquility and is a perfect setting for a luxury vacation in Orlando. Our family owned beautiful home is immaculately maintained and has been furnished throughout by professional to the very highest standards. The house is fully equipped with all kitchen and laundry appliances, all towels, bedding available, hair dryers, alarm clocks, DVD player Hi Fi, VCR cable TV. There is a screened private heated pool and spa with privacy fence for your relaxation. We've equipped it with everything we could need ourselves.
We provide everything you need down to hairdryers in the bathrooms, and use a highly recommended Management Company with friendly, 24-hour support for our guests.
This quiet, peaceful and spacious villa can accommodate any family size up to ten (10) people and is licensed by the State of Florida. A wonderful vacation experience awaits you in the privacy or your vacation home. We're sure you would love our vacation home as much as we do.
The home will have a complete visitor's guide with everything you need to know. You can be sure to enjoy your Home Away From Home. We are 100% confident that we offer the best 4 bed, 3 bath villa on Sanctuary Resort both in terms of our executive and unrivaled furnishings and in terms of our affordable family rates. We guarantee that if you rent our home you will not be disappointed!
* Perfect for a dream Disney Vacation - GREAT RATES!
* Check our rental price before renting anywhere else!
* 10 minutes drive to the main entrance of Disney Theme parks.
* 4 bedrooms with two master suites, all of which have top quality luxury mattresses. 3 bathrooms, large dining room and family room.
* Ideally suited for 2 families vacationing together.
* Private Pool and Spa backs up to conservation view area.
* Two or more consecutive weeks receive discount.
* Only one simple rental fee. (All Florida resort sales taxes and other fees are included in our rental price, you don't need to worry any hidden fees.)
* We strive to make our home a comfortable and affordable alternative for your Walt Disney World vacation!
* We have many homes in the same location for large groups.
The house is a perfect location for a vist to Disney World. The house was very clean and ready for us upon arrival. The kids really enjoyed the pool and when they got tired at the park it is only a 10 min drive to/from the parks. Within a mile of the Publix, drugstore and resturants. We took a break one day and drove over to Daytona - about one hour drive. We had plenty of room for the six of us and much better that staying on the inside at Disney World - which I have done and did not enjoy. I would most definitely stay here again and recommend to anyone.
We stayed here for a week in June 2013 for our first family trip to Disney. We were recommended this house by a friend who had previously stayed there and boy were we glad! This house is just simply fantastic. The kids loved it and when we go back, this is where we plan to stay again. It is well maintained, clean, and the location to Disney is unbeatable.
We stayed at the villa for 1 week and had a great time. The house description was very accurate. We had 9 in our group and had plenty of room. The property was cleaned and well maintained, the only time we had a problem (pump in pool quit working) management had someone there to repair it the next day. Located close to several malls, restaurants and of course Disney but far enough away to enjoy quite evenings in our personal pool. Loved it and will be back.
Great Villa, Great Price, Great everything. We spent 13 nights at this beautiful villa and enjoyed every minute we were there. Pool and spa were great and house was very clean and as described. Very close to publix, super target and walgreens. gated community was a bonus and having a beautiful orange orchard in the back right off the pool screen was amazing, lots of wildlife to view. Frank was wonderful to deal with although we had no reason to contact him. Could use a bit more cook ware and kitchen essentials but nothing you cant pick up at the dollar store. Will recommend to anyone travelling to the Orlando area.
This house was just as advertised, with accurate descriptions and pictures. The house was clean and well maintained. The owner was very accessible by both email and phone. We had one small issue with the pool spa which was fixed very quickly and completely to our satisfaction. The kitchen is a little short on dishes, which was not a problem for our party of 4, but might be if you had a larger group. It is a short, easy drive to Disney and is out of the major traffic areas. The grocery and drug stores are very convenient. I would rent this house again and have already recommended it to a friend. Overall, it was a very good experience.
Beautiful house! Frank was great to work with...what a
great vacation! Definitely will be back!
The surrounding area (within two miles) is rich with restaurants, 24hr grocery stores, walk-in medical care, pharmacies, bank, ATM machine, plenty of choices for dining out or take away food and exciting family fun facilities, and next to the excellent Champions Gate golf resort complex. It is ideal for avid Golfers several courses nearby. It is in a peaceful country setting with lanes lined with palm trees. It is one of the closest communities to the theme parks with every possible amenity at your disposal. All attractions and other facilities are within easy driving distance. For those guests who visit the Disney Parks, being able to come home for a relaxing lunch and a refreshing dip in the pool or Jacuzzi before returning later really is wonderful. And the Gulf Coast beaches are an easy and one hour drive (Sanctuary resort is only a few minutes driving from the I-4 East-West Florida Interstate highway).
Golf: Reunion Resort and Championgate Resort are just 1 mile away from the home
|Rate Period
|Weekend Night
high season
Mar 6 2015 - Sep 5 2015
3 night minimum stay
low season
Sep 6 2015 - Oct 10 2015
3 night minimum stay
My Standard Rate
3 night minimum stay
|Pool heating
|$140 + Tax
|$100 + Tax
|Refundable damage deposit
|Tax Rate
Cleaning $100
Pool Heating (optional) $20/day
Payment is usually accepted in the quoted currency (USD) unless the currency and the amount is specifically agreed in advance with the owner / advertiser.
Learn more about this vacation rental at the owner's website:


text:
Page 1
Facilitator versus preceptor: Which offers the best support to undergraduate
nursing students?
Sandra Walkera,⁎, Trudy Dwyera,1, Lorna Moxhamb,2, Marc Broadbentc,3, Teresa Sanderd,4
aSchool of Nursing & Midwifery, Faculty of Sciences, Engineering & Health, CQUniversity Australia, Bruce Highway, Rockhampton Q 4702, Australia
bOffice of Research, CQUniversity Australia, Bruce Highway, Rockhampton Q 4702, Australia
cSchool of Nursing & Midwifery, Faculty of Sciences, Engineering & Health, CQUniversity Australia, Po Box 1128, Noosaville DC 4566, Australia
dSchool of Nursing & Midwifery, Faculty of Sciences, Engineering & Health, CQUniversity Emerald, PO Box 197, Emerald QLD 4720, Australia
s u m m a r y a r t i c l ei n f o
Article history:
Accepted 9 December 2011
Student nurses
Introduction: There is an abundance of literature regarding factors that influence student learning within the
clinical environment. Within this discourse, there is a paucity of research on the impact of supervision
models on the learning support needs of students. This paper presents the results of research that focused
on nursing students' perceptions about the effectiveness of the support they received during their work
integrated learning (WIL) experience.
Background: The majority of students placed within health care facilities are in groups. The group model in-
corporates a facilitator who supervises the students who are placed across a number of wards. At the ward
level students are then assigned a Registered Nurse (RN) who is their mentor. This occurs on a shift by
shift basis. Another model of clinical supervision involves preceptorship. This approach is via a one-on-one
supervision of students. Within the preceptorship model, students are supervised by a RN who is responsible
for supporting them during their WIL experience and for completing their assessment.
Methods: This study compared two models of clinical supervision to better understand the learning support
needs as perceived by undergraduate nursing students during their WIL experience. Survey method using a
self reporting online questionnaire developed by the researchers was used to collect data.
Results: 159 undergraduate nursing students enrolled in a Bachelor level programme of study completed the
on-line survey. When comparing the two models of supervision, students supervised within the facilitator
model were statistically more likely to be challenged to reflect, think, build on existing skills and knowledge
and to problem-solve issues. Notably, all factors integral to RN education. Overall, students considered the
quality of support to be the most important facet of supervision.
Conclusions: The findings of this study demonstrate that the facilitator model is the better approach for the
development of critical thinking, but both models enable the development of a student's professional identity
and the development of their role within nursing. This highlights the significance of clinical experiences
during undergraduate nursing education.
© 2012 Elsevier Ltd. All rights reserved.
In Australia, undergraduate nursing education for registered
nurses (RN) consists of three years of full time study in an accredited
degree programme. The structure of most undergraduate nursing
programmes in Australia enables students to elect to study either
full or part time and to complete their degree within a six year period.
Such flexibility facilitates equity and enables those students who may
not be able to attend tertiary studies on a full time basis due to family
or work commitments the opportunity to participate in an educational
programme of study.
Off campus clinical learning or clinical practicum is an important
part of an undergraduate nursing programme in preparing students
for their role as registered nurses (Corkhill, 1998). Clinical learning,
also known as clinical clerkships internationally and more recently
in Australia as work integrated learning (WIL) (Keleher et al., 2007),
has formed an integral component of nursing programmes since
registered nurse education moved en masse to the higher education
sector in Australia in 1985. Prior to this, nurses were educated in an
apprenticeship style nurse training model that was hospital based.
Work integrated learning within nursing is the co-dependent
Nurse Education Today 33 (2013) 530–535
⁎ Corresponding author. Tel.: +61 7 49232176.
E-mail addresses: firstname.lastname@example.com (S. Walker), firstname.lastname@example.com (T. Dwyer),
firstname.lastname@example.com (L. Moxham), email@example.com (M. Broadbent),
email@example.com (T. Sander).
1Tel.: +61 7 4923 2180.
2Tel.: +61 7 49309894.
3Tel.: +61 7 54407018.
4Tel.: +61 7 49820424.
0260-6917/$ – see front matter © 2012 Elsevier Ltd. All rights reserved.
Contents lists available at SciVerse ScienceDirect
Nurse Education Today
journal homepage: www.elsevier.com/nedt
Page 2
relationship between theory and practice and occurs within the off
campus clinical environment.
In 2008 Health Workforce Australia (HWA), an initiative of the
Council of Australian Governments (COAG) was established to ad-
dress the challenges of ensuring a skilled, flexible and innovative
health workforce that meets the current and future needs of the
Australian community. The HWA (2008) released a report detailing
their analysis and identified policy options aimed at increasing stu-
dent supervision capacity during their work integrated learning expe-
rience. The HWA report identified a number of models of clinical
supervision in nursing including; the preceptor model, facilitation/
supervision model, combined facilitation-preceptorship model and
the Dedicated Education Unit model. The HWA report defined the fa-
cilitation supervision (Facilitator) model (FM) as one where a regis-
tered nurse who is paid for by the education provider, supervises a
group of six to eight students. Alternatively, the preceptorship
model (PM) was described as where a student was assigned to a RN
who was employed by the placement organisation (e.g. the hospital).
Yet another model, the mentor model (MM), is similar to the precep-
tor model, but involves a longer term relationship between the stu-
dent and the supervisor. HWA also described a combined facilitation
preceptorship model which involves students being 'buddied' with a
registered nurse on a day to day basis and a facilitator who is respon-
sible for the overall supervision or management of a group of
students. Finally, the Dedicated Education Unit model is an example
of the combined facilitation preceptorship model.
Given that the aim of the HWA through the Clinical Support
Program (CSP) was to expand clinical supervision capacity and com-
petence across each health professional area, research regarding the
support needs of nursing students is paramount. Given that nursing
education is changing and is now accompanied by an ever increasing
use of technology in both on-campus and off-campus learning envi-
ronments, an understanding of the learning support needs of stu-
dents during their work integrated learning experience, is becoming
increasingly important. Although much has been written about the
learning needs of undergraduate nursing students, little is known
about the best way to support their learning needs during the work
integrated learning experience from their perspective. This is particu-
larly important given that clinical placements can often be a vast dis-
tance from the home institution. Therefore, the purpose of this
research study was to undertake a comparative analysis of two clini-
cal supervision models, the facilitator model (FM) and the preceptor
model (PM) to better understand the learning support needs of un-
dergraduate nursing students during their work integrated learning
Literature Review
A review of the more recent literature published from 2003 to
2011 was undertaken through a search of number of databases in-
cluding ScienceDirect, CINAHL, Health Source: Nursing/Academic
Edition and Academic Search Complete. In addition, the websites of
professional bodies related to nursing were searched to locate rele-
vant reports. The literature analysed related to the support needs of
undergraduate students during their work integrated learning expe-
riences and the support provided by the various clinical supervision
A number of studies highlighted the need for students to feel a
sense of belonging to the area where they are undertaking their
work integrated learning experience. Vallant and Neville (2006) un-
dertook an interpretative study using focus groups to interview elev-
en student nurses at the end of the third year of their programme.
Although these researchers used a small sample the outcome of
their research added to current knowledge as they found that al-
though students valued clinician engagement in their learning, they
felt marginalised, disempowered and invisible within the area
where they are undertaking their work integrated learning experi-
ence. Participatory action research undertaken by Russell et al.
(2011) across two surgical wards in a large Australian hospital
found that students within the Team Leader Model of clinical supervi-
sion felt an increased sense of belonging to the ward as opposed to
the other models of supervision that they had previously experi-
enced. The Team Leader Model approach incorporates a team leader,
usually a senior RN, who coordinates a team of staff including a RN,
graduate nurse and a student nurse to support the learning of student
nurses. The impetus for the introduction of this model was the in-
creasing demands on a diminishing number of preceptors leading to
poor student experiences (Russell et al., 2011). Within the Team
Leader model students are rostered and allocated client loads like
other ward staff thus promoting the students' sense of belonging.
Bourgeois et al.'s (2011) research provided a descriptive account of
the introduction of a group supervision model that involved the
placement of eight students on the same ward and shifts, supervised
by an experienced RN from the ward who was an employee of the
university. Under this model the students reported an increase in
their sense of belonging which enhanced their learning in the clinical
setting as opposed to the other models of supervision that they had
previously experienced (Bourgeois et al., 2011).
Literature surrounding the support of students in the clinical envi-
ronment demonstrates that students do value clinician role model-
ling. Barber (2006) used a case study approach to detail how role
modelling by a skilled preceptor in respect to caring for a difficult cli-
ent changed a student's abilities and perceptions while the Team
Model of clinical supervision has been shown to provide students
will multiple role models and insights into the roles of nurses within
a team structure (Russell et al., 2011). These studies offer insight into
the value of clinical modelling and sense of belonging but did not ad-
dress which model of clinical supervision best supports undergradu-
ate nursing students during the work integrated learning experience
from the students perspective.
A number of researchers have attempted to identify which model
best supports undergraduate nursing students during the work inte-
grated learning experience (Bourgeois et al., 2011). One such study
was undertaken by Australian researchers Croxon and Maginnig
(2008) who surveyed twenty second year undergraduate nursing stu-
dents and asked them to compare their experiences in a previous
clinical placement involving preceptorship with their most recent
clinical placement involving group facilitation. The study was under-
taken in response to the trialling of the group facilitation model fol-
lowing reports that the preceptorship model was problematic. The
findings of the study indicated that the group facilitation model pro-
vided greater levels of support than the preceptorship model (Croxon
and Maginnig, 2008). In contrast, a Finnish study of 411 nursing stu-
dents across eight European schools of nursing identified that the stu-
dents in an individual supervision relationship reported significantly
higher levels of satisfaction than those in group supervision relation-
ships (Saarikoski et al., 2006). While adding value to what is known
about this important area in nursing education there was little con-
sensus amongst the research as to which model best supports under-
graduate nursing students during the work integrated learning
experience, highlighting a need for further research in the area.
Several studies suggest that structure and climate factors influ-
ence students' perceptions of support during their work integrated
learning experiences. Lindgren et al. (2005) investigated forty-three
Swedish nursing students' perceptions and satisfaction of a group fa-
cilitation model during their clinical placements. Group supervision
in this case entailed a monthly meeting with a non-clinical based su-
pervisor. The focus of the sessions was reflection on clinical situations
that the students had recently encountered. Outcomes of this study
revealed that both structure (continuity, confidentiality, responsibili-
ty, and environment) and climate factors (genuineness, acceptance,
empathy, critical reflection through support and challenge) are
S. Walker et al. / Nurse Education Today 33 (2013) 530–535
Page 3
important to the success of this model. In yet another Scandinavian
study involving 104 Norwegian nursing students on final placement,
researchers found that a supportive yet challenging relationship
with clinical supervisors was identified as a positive factor influencing
students' perceptions of support during their work integrated learn-
ing experiences (Severinsson and Sand, 2010). Little research was
available on the impact of the concepts of structure and climate fac-
tors within the Australian context. One Australian study that did at-
tempt to address this was undertaken by Zilembo and Monterosso
(2008) where survey methods were used to investigate the leader-
ship qualities of preceptors. These researchers received only 23
completed surveys but despite working from a small sample, drew
conclusions which indicated that student's perceived effective leader-
ship from their preceptor was a positive supportive factor (Zilembo
and Monterosso, 2008).
There is ample evidence within the literature on the support
needs of nursing students in general, and several factors emerge
which influence student work integrated learning experiences
(Durak et al., 2008). These factors include the knowledge and skill
of the clinical educator (Kelly, 2007), acceptance by clinical agency
staff (Mannix et al., 2009), opportunities available to apply skills
learned in the off-campus setting to real world clinical experiences
(Henderson et al., 2009) and the presence of students from multiple
universities in the one clinical area. The latter created uncertainty
about the particular theoretical model to be used (Happell, 2009). Al-
though several researchers have attempted to address the issues sur-
rounding the supervision of students during their work integrated
learning experience, no research was able to report which model of
clinical supervision best supports undergraduate nursing students.
This research then, undertook to fill this gap in the knowledge by
comparing the learning support needs of a group of undergraduate
nursing students so as to determine which model of clinical supervi-
sion offers better support in their opinion.
The aim of this study was to compare the facilitator (or group su-
pervision) model (FM) and the preceptor (or individual supervision)
model (PM) of clinical supervision to understand the learning sup-
port needs of undergraduate nursing students during their work inte-
grated learning experience. The research question addressed by this
study was: 'Which model of clinical supervision provided better sup-
port as perceived by undergraduate nursing students during their
work integrated learning experience?'
A purposive sample of undergraduate nursing students enrolled in
a Bachelor level programme of study, who were applying their theo-
retical knowledge to the work integrated learning setting as part of
their clinically oriented courses was invited to participate in the re-
search project. This included students studying in both full and
part-time modes.
Students in the sample were being supported by a facilitator or a
preceptor. The model of supervision was dependent on the number
of students able to be placed in a particular health care facility. The
majority of students were placed within health care facilities that
catered to large number of students at any one time. As such, these
students were in a group or facilitated supervision model and were
placed across a number of wards within the health care facility. At
the ward level students were assigned to a RN on a shift by shift
basis. This RN, who may change every day, is sometimes referred to
as a mentor. Students placed in facilities that were only able to ac-
commodate small numbers at any one time, were supervised by the
individual or preceptored model. In this case individual students
were supervised by a RN acting as a formal preceptor. This RN was
responsible for supporting the student and for completing their
Study Design
Recruitment of participants to the study was via the university in-
tranet website. The purposeful selection of participants ensured a
study cohort that was best able to assist the researchers understand
the problem and address the research questions (Creswell, 2009).
This cross sectional survey approach enabled the researchers to uti-
lise a systematic method for data collection which is a strategy
employed where participants use self-report to express their atti-
tudes, beliefs and feelings toward the topic of interest (Teddie and
Tashakkori, 2009). According to Teddie and Tashakkori (2009) using
a survey method is the most common and widely used technique
employed by researchers when exploring sociological questions, as
it provides a quantitative or numerical description of a sample of a
particular population through the questioning of people. The use of
survey method to collect data for this project enabled the researchers
to ensure that a structured data matrix was generated providing a de-
tailed data set for analysis based on the comparison of cases.
Prior to the commencement of the study approval to conduct the
research was received from the University Human Research Ethics
Committee (HREC). The project conformed to the principles outlined
in the Australian Code for Responsible Conduct of Research (National
Health and Medical Research Council, 2007). Students opting to par-
ticipate in the research study were provided with a link to the online
survey and accompanying information letter. Students were informed
of the aims of the study, the voluntary and anonymous nature of par-
ticipation and that their decision to be involved or not to be involved
in the study would not influence grades, clinical placement opportu-
nities or course outcomes. Participants were required to complete an
online anonymous survey at a time that was most convenient and
suitable to them. Completion and submission of the anonymous on-
line survey considered consent therefore no written consent forms
were required which further safeguarded participants' privacy.
The online survey was developed by the researchers after an ex-
tensive review of the literature and piloted amongst the research
group for consistency, reliability and validity. Following the pilot
test, the survey was refined in association with the information gen-
erated and with further reference to the literature. The finished sur-
vey consisted of three sections: demographics; mode of supervision
and supervision experience (22 closed-ended and three open-end re-
sponse items). Participants were asked to rate their current clinical
supervisory experience using a four point Likert scale ranging from
"strongly agree" (1) to "strongly disagree" (4). These were subse-
quently collapsed to dichotomous scales of "agree" and "disagree".
Completed questionnaires were organised and analysed using Sta-
tistical Package for the Social Sciences (SPSS version 17). Descriptive
statistics including frequencies, means and standard deviations
were computed to obtain a profile of the participating student cohort.
Chi square analyses were performed to examine the differences in ex-
periences between students supervised by a Facilitator and a Precep-
tor. A p-value of b0.05 was considered statistically significant. Study
sample size was calculated using open Epi Version2 calculator
(Dean et al., 2010). Using a design effect of 1, a confidence limit of
+/− 5% of 100 and a population size of 416, a sample size of 165 is
required for a 90% confidence level.
A total of 159 undergraduate nursing students from a possible
sample of 416 completed the questionnaire comprising an overall re-
sponse rate of 38%. The majority of the participants (63%, n=100)
were enrolled by distance education mode and had no prior nursing
experience (48%, n=48).
S. Walker et al. / Nurse Education Today 33 (2013) 530–535
Page 4
Just under half of all participants (internal and distance students)
had prior nursing experience, as either an endorsed enrolled nurse
(EEN) (20.8%, n=33) or as an assistant in nursing (AIN) (26.4%,
n=42). All undergraduate nursing students were sampled with rep-
resentation from all 3 years of study. Participants comprised of 35%
(n=56) first year, 38% (n=61) second year and the remaining 26%
(n=42) in their third year of study (Table 1). The ages of participants
ranged between 18 and 58 years (mean 35.3 years, SD 10.7).
The majority of the participants (76.1%, n=121) had a facilitator
with them during their placement, consistent with the ability to
gain more clinical placements in large health care facilities. Whilst
the students supervised by the facilitator were slightly younger
(35 years vs 36 years, t(157)=.753, p≥.05) there was no significant
differences in ages between the two groups or the year of enrolment.
In contrast, there was a difference between the groups in terms of
prior nursing experience and mode of enrolment. Half (54.5%,
n=66) of the participants with a facilitator were enrolled by distance
education compared to 89.5% (n=34) of those with a preceptor
(Table 1).
Participants with a facilitator were slightly more likely (64.5%
(n=78) vs 58% (n=22); p>.05) to also have a mentor allocated to
them during the clinical placement. This mentor was usually allocat-
ed at the beginning of the shift from the RN pool working in the clin-
ical unit. Participants indicated that the mentor was allocated by the
Nurse Unit Manager (NUM), facilitator, listed on the roster or self se-
lected by the students (Table 2). On average participants in the facil-
itator group had three (SD 2.21) mentors during their placement
term compared to the preceptor group who had 2.2 (SD 1.37) men-
tors (t(102)=2.33, p=.022). Qualitative responses elicited that
availability of staff as dictated by the staff skill mix and staff working
on a part-time basis, was the determining factor that influenced the
number of mentors allocated to the students.
The responses to the attitudinal questions were collapsed from a
four point Likert-type scale into two ordinal categories of Agree and
Disagree. A series of Chi-Square analyses was conducted to compare
differences between the two independent groups for individual atti-
tudinal items.
Generally, students supervised by a facilitator were more likely to
express positive attitudes about the type of support they received
from their clinical supervisor whilst on their off-campus clinical
placement (Table 3). Participants in were less positive if the facilitator
was perceived to be distant, aggressive or to mother them. Although
most of the responses were not statistically significant, participants
being supervised by a facilitator were significantly more likely to
agree that the clinical supervisor:
• Challenged them to think and problem-solve issues (94% (n=114)
vs 84% (n=32); p=.05)
• Encouraged them to reflect on my learning experiences (97.5%
(n=118) vs 86.8% (n=33); p=.009)
• Enabled them to build on existing skills and knowledge (91%
(n=110) vs 84.2% (n=32); p=.027)
In addition, participants agreed that the facilitator provided accu-
rate information about incidents that happened in the clinical setting
when compared to students in preceptored relationships (94%
(n=114) vs 84% (n=32); p=.05). The majority (91%, n=110) of
participants who were supervised in the facilitator model met with
their facilitator individually. However, when asked 'how would you
prefer to meet with your supervisor', more than half of the partici-
pants (59%, n=71) in the facilitator group preferred to meet in a
group as opposed to meeting individually (41%, n=50).
The research question for this study focused on which model of-
fers better clinical supervision to undergraduate nursing students
during their work integrated learning experience, as perceived by
the students. The results indicate that both the preceptor and the fa-
cilitator models of clinical supervision are viewed as important by
students studying their undergraduate nursing degree. Results indi-
cated though, the facilitator model was more likely to encourage stu-
dents to critically think through clinical problems with the assistance
of mentors. This outcome is in contrast to finding of other research
studies who found that the preceptor or one-on-one model of super-
vision promoted critical thinking and self confidence (Berry, 2005;
Myrick, 2002).
Students in the current study demonstrated a clear preference for
group facilitation. This finding supports the observations of previous
international research that identified that nursing students value
group supervision and thought it promoted both personal and profes-
sion development (Holmlundm et al., 2010). Australian researchers
Croxon and Maginnig's (2008) study of clinical teaching models also
found that students preferred cluster or facilitator models over the
preceptor models (Croxon and Maginnig, 2008). Reasons for student
preference for the facilitator model and group supervision in this
study indicate that constraints such as staff shortages and 'busyness'
of the clinical environment correlated with the number of mentors.
Students felt that too many different mentors were difficult. Poten-
tially, the facilitator could better draw on the student interaction
with the multiple mentors to link theory and practice but preceptor
consistency has been identified as a critical element for ensuring op-
timal learning outcomes (Zilembo and Monterosso, 2008; Callaghan
et al., 2009). In contrast, Canadian researchers Sedgwick and Yonge
(2008) found that students felt supported by a preceptorship model
in developing skills and knowledge needed for rural practice. This
view was upheld by Australian researchers Henderson et al. (2009)
who found that by building capacity of staff to undertake the precep-
torship role student learning was enhanced. The important aspect of a
preceptorship model is though, a consist preceptor. Even though the
findings of this current study show that the Facilitator model chal-
lenged students to reflect, think, build on existing skills and knowl-
edge and to problem-solve issues more effectively than the
Table 1
Prior nursing or health related experience.
Total % (n)Facilitator
% (n)
% (n)
Mode of
Prior nursing
62.9 (100)
37.1 (59)
20.8 (33)
26.4 (42)
47.8 (76)
5 (8)
35.2 (56)
38.4 (61)
25.2 (40)
1.3 (2)
54.5 (66)
45.5 (55)
15.7 (19)
29.8 (36)
48.8 (59)
5.8 (7)
33.9 (41)
43.0 (52)
22.3 (27)
0.8 (1)
89.5 (34)
10.5 (4)
36.8 (14)
15.8 (6)
44.7 (17)
2.6 (1)
39.5 (15)
23.7 (9)
34.2 (13)
2.6 (1)
Year of
in the
Table 2
Mentor support during the clinical placement.
Total % (n) Facilitator
% (n)
% (n)
RN/mentor each shiftYes
By NUM
On roster
Self select
62.9 (100)
37.1 (59)
64.5 (78)
35.5 (43)
24.8 (30)
12.4 (15)
57.9 (22)
42.1 (28)
How is the mentor
19.8 (24)
10.7 (13)
32.2 (39)
S. Walker et al. / Nurse Education Today 33 (2013) 530–535
Page 5
Preceptor model the difference was minimal. Students' qualitative re-
sponses indicate that it was the quality of support being offered that
was of most importance to them during their work integrated learn-
ing experience.
Limitations of the current study are a small response rate from sin-
gle study site. In addition the study may have an under powered sam-
ple, so results need to be interpreted with caution (Dean et al., 2010).
To verify results, a wider cross institutional sample is warranted and
researchers would welcome collaborative involvement from other
universities. Furthermore the survey tool was developed by the re-
searchers and although pilot tested, further work on refining the con-
cepts may have yielded different results. The use of 18 positive and 4
negative questions to collect the data was intentional in an attempt to
change the responders thought patterns, however this may have
influenced the results and a revised tool using only positive questions
or an equal number of positive and negative questions would be
recommended for further research in this area.
Despite some limitations, this research does have implications for
practice by identifying that both the facilitator or preceptor models
are considered effective in supporting undergraduate nursing stu-
dents during their work integrated learning experience. Therefore
recommendations from this study are:
1. Replication of the study in different clinical contexts to explore if
the facilitator model facilitates greater critical thinking and reflec-
tive practice of students.
2. With the current focus of clinical placements being a user pay
model, the use of the facilitator may be more cost effective than
the preceptor model.
This study undertook a survey of undergraduate nursing students'
perceptions of clinical supervision styles and found that there was little
differencein their perceptions of support received. Students supervised
as supported as those supervised within the context of a preceptor
model. Participants being supervised by a facilitator were significantly
more likely to believe that the clinical supervisor challenged them to
think and problem-solve issues, encouraged them to reflect on their
learning experiences and that this model of supervision better enabled
them to build on existing skills and knowledge.
Overwhelmingly though, students reported that it was the quality
of support they received that was most important to them. Quality of
supervisions was not linked to quantity of supervision. Such findings
are important for universities and indicate hours of supervision are
not perceived by students to be an important consideration. This re-
search demonstrated that either model was considered by students
to provide necessary support and that the clinical experience enabled
them to develop their sense of what it means to be a nurse. Universi-
ties need to consider their institutional circumstances when deciding
on the model of clinical supervision for their undergraduate nursing
clinical curriculum taking into consideration consistency of student
The research team would like to thank the research assistant
employed to assist with the study and the students who participated
in the project.
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Table 3
Comparison of attitudes about the type of support.
Facilitator % (n)CI Preceptor % (n) CIChi square (p)
Challenges me to think and problem-solve issues
Encourages me to reflect on my learning experiences
Enables me to build on my existing skills and knowledge
Is directive
Is distant
Is friendly
Is informative
Is aggressive
Is helpful
Is trustworthy
Mothers me
Motivates me to learn
Uses humour in their interactions with me
Encourages me to ask questions
Raises thoughtful questions for me to consider
Has a good relationship with ward/unit staff
Continuously provides feedback to assist me develop my nursing role
Assists me in developing a better understanding of the role of the nurse
Provides accurate information about incidents that happened in the clinical setting
Communicates with me throughout my placement
Supports me during the assessment process
Enables my growth as a nurse
94.2 (114)
97.5 (118)
95.0 (115)
90.9 (110)
9.9 (12)
95 (115)
93.4 (113)
6.6 (8)
95.9 (116)
95 (115)
15.7 (19)
92.6 (112)
82.6 (100)
95.9 (116)
92.6 (112)
90.9 (110)
86.8 (105)
92.6 (112)
94.2 (114)
94.2 (114)
89.3 (108)
93.4 (113)
84.2 (32)
86.8 (33)
84.2 (32)
81.6 (31)
21.1 (8)
94.7 (36)
89.5 (34)
2.6 (1)
92.1 (35)
94.7 (36)
7.9 (3)
84.2 (32)
78.9 (30)
92.1 (35)
86.8 (33)
86.8 (33)
73.7 (28)
86.8 (33)
84.2 (32)
86.8 (33)
86.8 (33)
86.8 (33)
3.85 (.050)
6.90 (.009)
4.86 (.027)
2.51 (.113)
2.33 (.127)
.006 (.940)
.635 (.425)
.858 (.354)
.857 (.355)
.006 (.940)
1.48 (.224)
2.36 (.124)
.265 (.607)
.857 (.355)
1.18 (.278)
.529 (.467)
3.62 (.057)
1.178 (.278)
3.85 (.050)
2.25 (.133)
.168 (.682)
1.65 (.199)
S. Walker et al. / Nurse Education Today 33 (2013) 530–535
Page 6
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text:
Hello all and Happy New Year--Yesterday I had to buy 4 new tires for my '97 Ford Ranger extended-cab 4WD, 3L, V6, rear wheel drive, truck from a local Town Fair Tire Center here in Seymour, CT.
Front end alignment was n/c but they charged me $48 for computer balancing and,(this I really don't understand--),
$49 for a REAR wheel alignment. I have never heard of aligning the rear wheels on ANY vehicle I can think of that has a static and fixed rotating axle w/ no means of adjustment that I can see. My Ranger has drum brakes in rear, pads in front. Opinions? :)
Typo, or otherwise simply a poor communication occurance.
$49 for an alignment likely means a Rear Thrust Angle Alignment was performed. This means the heads are installed and compensated on all four wheels. Similar to a four wheel alignment, except adjustments are only performed in the front of the vehicle. This gives the machine the ability to measure the thrust angle of the rear wheels and aids the technician in centering the steering wheel while the front wheels are aligned. In many way's you can probably chalk this up to a non technician service writer getting tongue tied as he/she attempted to communicate the services that were performed.
You're obviously someone who knows what they're talking about because that's EXACTLY what happened...I found out the kid behind the counter was new and wrote invoice up wrong. Lead tech. explained it almost verbatim over the phone. The place I had tires done is very reputable so I new something else was up. Thank You very much and God Bless...... :)


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Dorte Mandrop Arkitekter Architects designed the project with sustainability in mind, and it meets Tier 2 Energy standards. The center's green building strategies include solar panels, passive cooling systems, and thermo-active decks for energy-efficient heating. In addition, the building collects rainwater for flushing toilets and motion-controlled lights ensure efficient use of electricity by the building's occupants.
The interior of the building is flexible enough to change and grow with the surrounding community, and it can be used around the clock for activities such as teaching, dancing, sports, yoga, and barbeques. The first floor is dedicated to performances, while the second floor contains a multipurpose/multi-functional classroom space. The third floor features an open roof and a fenced-in terrace that provides safety during recreational activities.
+ Dorte Mandrop Arkitekter Architects
Via architizer
8 Comments
Lawanda June 1, 2011 at 11:01 am
Youre on top of the game. Thanks for sharnig.
Anitra June 1, 2011 at 10:12 am
Good to see a taelnt at work. I cant match that.
Loradae May 31, 2011 at 11:44 pm
What a joy to find smeoone else who thinks this way.
Emmly May 31, 2011 at 11:04 pm
Wow, thats a really cleevr way of thinking about it!
Millie May 31, 2011 at 10:02 pm
Thanks for sahrnig. Always good to find a real expert.
Jaylon May 31, 2011 at 9:31 pm
Ppl like you get all the bnrais. I just get to say thanks for he answer.
gian April 12, 2011 at 5:45 am
I congratulate Dort Mandrop Architects for this amazing sustainable project,an example to be followed in Brazil.Global efforts are needed to preserve and protect the enviroment so I hope you can share your creativity and technology with the world.
nicktumi April 8, 2011 at 10:53 pm
The half pipe and wall climb are my favorite. But all in all, an amazing building! Why isn't there one in my neighborhood!
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From strolls across the quad, to day hikes in the woods, or even multi-day mountain treks, come to Campmor to find the pack that's right for you. With dozens of internal frame, external frame and daypack and messenger styles to explore, there's sure to be the one that fits your style, your activity and your budget. Choose duffels and totes for travel, hydration packs for your more athletic endeavors, or dry storage if you're heading to the water.
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Originally Posted by Cresent Knight o my bad i read a little to quick i havent had much sleep and when i lookat the computer it get blurry. but i would pick the Turn X Gundam over the Turn A. not a problem....hhhmmmm turn x over turn a? actually the true power of a gundam or a ms, is based on the pilot's skill. that has been proven mostly in the uc. but that's your choice.
yea a the true power of any Gundam come from the pilots skill and ablity to pilot it.


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Very worried! Is this risky?Dr. Bob, I would appreciate if you respond. I made a donation. I had an encounter with a sex worker in Egypt. I did not penetrate her at all. I kissed her briefly on the lips and I think her tounge touched my lip - my lip had an abrasion. I rubbed...
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It's another day of abuse for this poor robot named Atrias. If not being kicked around, Atrias spends hours being pummeled by balls. But, remarkably, through the abuse, the robot stays on its feet.
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Textron Inc.'s V-22 Osprey, the tilt-rotor craft that entered development almost 25 years ago, is poised to win its first export deals as Israel and Japan close in on purchases. more
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About the Author
Anthony Meindl is an award-winning writer, director, producer, and Artistic Director of Anthony Meindl's Actor Workshop (AMAW) in Los Angeles where it was voted the #1 acting studio in Los Angeles by Backstage Magazine in 2011 and 2012 ( Best Scene Study and Best Cold Read). AMAW is also located in New York and Australia.Mr. Meindl's first feature film, BIRDS OF A FEATHER, won the Spirit of the Festival Award at the 2012 Honolulu Rainbow Film Festival and he won Best Director at the Downtown Film Festival Los Angeles. He is a regular contributor to The Daily Love, Backstage Magazine and various spirituality podcasts. He has been featured in ABC News, Daily Variety, LA Weekly, The Hollywood Reporter and the CW KTLA. He is also the author of the new best-selling book, At Left Brain Turn Right which helps artists of all kinds unleash their creative genius within.


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Alum wins BAFTA for Artistic Achievement
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Special open access Peter Hall issue of Built Environment published
13 March 2015Today the latest issue of Built Environment, published by Alexandrine Press, becomes available with full open access on Ingentaconnect:
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Urban Africa Risk Knowledge: Investigating urbanisation, poverty and disaster risk in sub-Saharan AfricaDPU is a key part of a research consortium that has been awarded £3.3 million from the UK's Economic and Social Research Council (ESRC) and Department for International Development (DFID) Poverty ...
Bartlett alum Teresa Borsuk named Woman Architect of the Year 2015Bartlett Architecture alum and Pollard Thomas Edward partner, Teresa Borsuk, has won this year's AJ Woman Architect of the Year Award.
Collaboration between UCL-Energy Shipping Group and the Carbon War Room targets the small and large fuel/CO2 saving opportunities in shippingUCL Energy Institute Shipping Group has collaborated with the Carbon War Room to produce the Self Financing Fuel Saving Mechanism (SFFSM) for shipping. The third party financing model brings innovative financing models used ...
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26 March - 27 April 2015
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A while ago, Jeremy and James bravely drove to the North Pole, conquering everything that nature could throw at them while eating spam and drinking ice-cold G&Ts. All with the help of a Toyota Hilux extensively modified by Icelandic firm Arctic Trucks.
Piers Ward11 November 2013
First Drive: Toyota Hilux 6x6
Arctic Trucks has built a Hilux destined for the South Pole. We test it in, erm, London…
And now the brilliant Icelanders are back with a Hilux designed to take on the South Pole. But this time it's got six-wheel drive. And a lot of tech on board.
This vehicle is effectively the world's most extreme mobile phone, and will relay live video and data feeds back to the civilised world during the upcoming expedition by young American Parker Liautaud. He's only 19 years old, and he's aiming to become the youngest male to ever reach the South Pole unaided.
The mods that Arctic Trucks have carried out are not minor. The chassis is all-new from the front wheels back, there's a whopping 400-litre fuel tank, new suspension and brakes, an airline for pumping up the tyres (which run at an almost-deflated 2psi on the snow for floatation), a re-routed exhaust, plus, of course, the extra rear axle.
In normal conditions, the Hilux remains 'rear-wheel drive', powering the two rearmost axles, with 60 per cent of its torque to the middle and 40 per cent to the rear. But through a series of diffs, and the confusingly-labelled 4WD gearstick, the Hilux can send all manner of power in all manner of directions to generate traction.
Not only should that enable the Hilux to find grip in the ice-slick Antarctic conditions, but also haul a massive two-tonne payload on its flatbed, double the Toyota's standard carrying capacity.
Despite the extra strain, though, Arctic Trucks hasn't needed to alter the engine at all. It's the standard 3.0-litre diesel with 169bhp and 265lb ft, and it still has the same five-speed automatic box (albeit with lower gear ratios). Which'll be relatively economical; Arctic Trucks reckons the 6WD Hilux will manage about 800 miles on a tankful, which is handy for when the nearest fuel station is 1500 miles away. And across an ocean.
Performance? On a quick jaunt across central London... not exactly scintillating. Which is probably a good thing, because the extra axle and balloon tyres haven't helped the handling. A casual left-flick to avoid squashing an HGV made the whole car flop around like a jellyfish, and there was an odd vibration through the steering wheel at higher speeds. On the plus side, there's never any danger of kerbing a wheel during parallel parking.
Fortunately, Liautaud is unlikely to encounter these sort of problems in Antarctica. He will, however, face temperatures as low as -50, despite it being summer. TopGear's top survival tip? Take some spam. And some gin.
The numbers
2982cc, 4cyl, 6WD, 169bhp, 265lb ft, n/a mpg, n/a g/km CO2, 0-62 in quicker-than-a-penguin, n/a mph, 2600kg, £184,000
The verdict
Not so handy for popping to the shops, but it will, quite literally, take you to the ends of the earth. 9/10
What do you think?
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Mothers death but feeling strong, why?
Im in my mid 30s and my mother was my best friend, we didnt live in the same country but we spoke every single day and i would see her every 2 months.
She was 61 and died unexpectedly in her sleep (3 and the half weeks ago), she wasnt sick but she suffered a stoke 2 years ago and has been so scared of getting another stroke and being paralyzed. My mother was very very independent, active and hated hospitals. She also had a weak heart.
It was a shock but deep down inside it wasnt really as i have been very worried for the last 2 years since her stroke, i have thought about it so often and sort of prepared myself mentally for that day. I just didnt know it would come so early.
Ofcourse i was in shock, i cried my eyes and wrote a memo for her in the first 2 weeks of her death and even though its still fresh i cry just once a day to myself but overall i am very confident and strong and i honestly am so surprised at myself. I even sometimes feel guilty about being so strong and im just getting on with it. She taught me to be strong but sometimes i feel like if shes watching she would be wondering why isnt he crying more often, he should be even more devastated.
My mother also became quite religious since her stroke, as if she knew her time was coming to an end.
Now the thing is im a believer in religion and i believe i will see her again and i also believe that she is around, i can feel her.
I am also so grateful that she died with no pain and she never had to witness one day in hospital, so in a way i am happy for her and i know shes in a better place but is it normal for me not to be in total tears all the time as i expected to be?
Sorry for such a long email.
Hi Markall,
I am sorry your Mom is not with you. It was her time to go and I believe she is on the other side with long gone loved ones catching up on things.
I lost my Mom last summer - she was declining fast the last year, accelerated in the last 3 months. I did most my crying the last year of her life, knowing her time was coming and missing my Mom when she was more mobile and capable. In her case she hung on to life for her grandsons. She was their best friend. Loved them with all her heart.
I understand. Believe me.
I too don't feel like crying anymore. She is no longer suffering, did all that she could in her life and then some. She set an example I am still reaching to achieve. I am grateful for everything she gave but I know she has been missing my father and her family too. I feel she is on the other side and I will see her later.
With birth there is death. Human beings are the only creature on the planet aware of death. Animals have no idea.
I understand where you are coming from. There is nothing wrong with how you are feeling. Just remember the good moments, be grateful for your life with her - she would want that. Don't worry whether or not your feelings and response to her passing fit any 'textbook' response. We are human and all different.
May God bless you and your family at this time.
Everything will be okay.