Knockin' on Digital Doors. Dealing with online [dis]credit in an era of digital scientific inquiry

This chapter aims at presenting and discussing credible online recruitment eliciting techniques targeting scientific purposes adjusted to the digital age. Based on several illustrations conducted by the author within the framework of both quantitative and qualitative inquiries, this chapter critically explores the digital ethos in three main challenges faced when dealing with online recruitment for scientific purposes: entering the normality of the everyday life, entering the idiosyncrasy of multicultural lives, and entering the chaos of busy lives. By the end, a toolbox for establishing and evaluating (dis)credibility within online recruitment strategies is presented. Moreover, it is argued that success of data collection at the present time in online environments seems to rely as ever on internal factors of the communication process vis-à-vis e-mail content, design and related strategies.

On a Limit of Perturbed Conservation Laws with Diffusion and Non-Positive Dispersion

We consider a conservation law perturbed by a linear diffusion and a general form of non-positive dispersion. We prove the convergence of the corresponding solution to the entropy weak solution of the hyperbolic conservation law.

the health and well-being of nursing students in clinical practice . what prevents it? what promotes it?

Introduction: The training of nursing students in the context of clinical practice, is characterized by educational experiences, subject to various emotional stress (stress, ambivalence, frustration, conflict), sometimes making it very vulnerable student.However not all students use the same strategies minimizing their meanings and negative effects on the level of your health and well-being Objetiv:To analyze the perception that nursing students have about the determinants of their health status and well-being in clinical practice Methods: Exploratory research Results:The results reveal the complexity of the teaching / learning process in clinical practice, identified determinants that limit and / or promote health and well-being of students, or not contributing to their motivation, self-confidence and learning. All students value the presence of the following dimensions: affective-emotional (humanization in learning experiences); relational dynamics (interactions developed with all stakeholders); methods used (professional competence of the clinical supervisor and teacher); school curriculum (adaptation of learning in theory); socialization to the profession (become nurse).Conclusions: The results indicate, that although all students evidencing the dimensions described as fundamental to learning in clinical practice, the study results are dichotomous and ambivalent. Students 2nd and 3ºanos refer a low perception in clinical practice, the indicated dimensions, and for these source of concern and uncertainty in learning, such as limiting their health condition and well-being. For students of the 4th year, these dimensions are percecionadas as gifts, and sources of motivation, learning and catalysts such as promoting their health and well-being.