Vertically integrated projects (VIP) @ the University of Strathclyde : how to enhance the student and staff learning experience through VIP

The purpose of this paper is to outline and share with the wider academic community the experience of developing and implementing Vertically Integrated Projects at the University of Strathclyde during their pilot phase. In turn we consider the results of a preliminary evaluation, paying particular attention to the effects on the student learning experience, (and to a lesser extent the academic staff), and illustrate how those results and our own observations have been used to identify constraints in VIP development and expansion, in addition to those critical factors which have contributed to their success. We conclude with a reflective statement on `moving forward`, in the hope that others will be inspired to follow suit

Integrating Engineering Data Systems for NASA Spaceflight Projects

NASA has a large range of custom-built and commercial data systems to support spaceflight programs. Some of the systems are re-used by many programs and projects over time. Management and systems engineering processes require integration of data across many of these systems, a difficult problem given the widely diverse nature of system interfaces and data models. This paper describes an ongoing project to use a central data model with a web services architecture to support the integration and access of linked data across engineering functions for multiple NASA programs. The work involves the implementation of a web service-based middleware system called Data Aggregator to bring together data from a variety of systems to support space exploration. Data Aggregator includes a central data model registry for storing and managing links between the data in disparate systems. Initially developed for NASA's Constellation Program needs, Data Aggregator is currently being repurposed to support the International Space Station Program and new NASA projects with processes that involve significant aggregating and linking of data. This change in user needs led to development of a more streamlined data model registry for Data Aggregator in order to simplify adding new project application data as well as standardization of the Data Aggregator query syntax to facilitate cross-application querying by client applications. This paper documents the approach from a set of stand-alone engineering systems from which data are manually retrieved and integrated, to a web of engineering data systems from which the latest data are automatically retrieved and more quickly and accurately integrated. This paper includes the lessons learned through these efforts, including the design and development of a service-oriented architecture and the evolution of the data model registry approaches as the effort continues to evolve and adapt to support multiple NASA programs and priorities

First year mathematics undergraduates’ settled images of tangent line

This article was published in the serial, The Journal of Mathematical Behavior [© Elsevier]. The definitive version is available at: http://www.sciencedirect.com/science/article/pii/S0732312310000556This study concerns 182 first year mathematics undergraduates’ perspectives on the tangent line of function graph in the light of a previous study on Year 12 pupils’ perspectives. The aim was the investigation of tangency images that settle after undergraduates’ distancing from the notion for a few months and after their participation in university admission examination. To this end we related the performances of the undergraduates and the pupils in the same questions of a questionnaire; we classified the undergraduates in distinct groups through Latent Class Analysis; and, we examined this classification according to the Analytical Local, Geometrical Global and Intermediate Local perspectives on tangency we had identified among pupils. The findings suggest that more undergraduates than pupils demonstrated intermediate perspectives on tangency. Also, the undergraduates’ settled images were influenced by persistent images about tangency and their prior experience in the context of preparation for and participation in the examination

When Technology and Design Education is Inhibited by Mathematics

This paper explores the attitude to Mathematics of B.Ed. (Post-primary) Technology and Design student teachers, in Northern Ireland, and is located within the context of ‘STEM’ (Science, Technology, Engineering and Mathematics). The aim of the research is to consider whether students’ attitude to Mathematics is different when the subject content is presented within or outside their own subject area. Technology and Design provides both ‘purpose’ and ‘utility’ to the delivery of Mathematics. Based on the results of an attitudinal questionnaire and focus group interviews it has been concluded that there must be corporate responsibility for the teaching and delivery of Mathematics. Those involved in teaching Mathematics, whether directly or indirectly through a different subject area, must not only be knowledgeable in subject content and its associated pedagogy, but ideally convey a positive attitude towards Mathematics

Using a fingertip whole blood sample for rapid fatty acid measurement: Method validation and correlation with erythrocyte polar lipid compositions in UK subjects

It is well accepted that n-3 long-chain PUFA intake is positively associated with a range of health benefits. However, while benefits have been clearly shown, especially for CVD, the mechanisms for prevention/benefit are less understood. Analysis of plasma and erythrocyte phospholipids (PL) have been used to measure the status of the highly unsaturated fatty acids (HUFA), especially EPA (20 : 5n-3) and DHA (22 : 6n-3), although the time and complexity of the process places limitations on the sample numbers analysed. An assay has been developed using whole blood, collected by finger prick, and stored on absorbant paper, subjected to direct methylation and fatty acids quantified by automated GC. Tests on fatty acid stability show that blood samples are stable when stored at - 20°C for 1 month although some loss of HUFA was seen at 4°C. A total of fifty-one patients, including twenty-seven who consumed no fatty acid supplements, provided a blood sample for analysis. Concentrations of all major fatty acids were measured in erythrocyte PL and whole blood. The major HUFA, including EPA, DHA and arachidonic acid (ARA; 20 : 4n-6), as well as the ARA:EPA ratio and the percentage n-3 HUFA/total HUFA all showed good correlations, between erythrocyte PL and whole blood. Values of r2 ranged from 0·48 for ARA to 0·95 for the percentage of n-3 HUFA/total HUFA. This assay provides a non-invasive, rapid and reliable method of HUFA quantification with the percentage of n-3 HUFA value providing a potential blood biomarker for large-scale nutritional trials

Teachers’ reflective practice via video enquiry: the usefulness of peers, teacher mentors and video as a method to enhance the enculturation and reflection of pre-service teachers

This paper describes a collaborative project between Stranmillis University College (HEI), Belfast and Lumen Christi College, Derry in Northern Ireland. The project involved a Community of Learners (CoL) made up of nine undergraduates in the first of the four years of their Bachelor of Education degree course. The aim was to explore the merits of engaging students with teacher mentors at the school, who would facilitate an observational and reflective role in relation to the students’ first-time teaching experience in the classroom. Additionally, the students were paired off and co-taught a lesson in both Science and Mathematics. Video recordings were carried out by each student while the other taught the lesson. The students then were required to edit the video and prepare a montage that demonstrated their competency in relation to the subject and the teaching methods. Furthermore, the students were then required to produce either and/or a VideoPaper (VP) or a multimedia learning object (MLO) (using the Generative Learning Object Maker [GLO] tool). The MLO’s encapsulate the video as evidence, augmented by audio reflective narrations; recordings of both their mentors observations and reflections and their peer observations and reflections. The VP, allowed the students to match theory to their practice by way of inserting play buttons at precise and predetermined timeslots on the video time line. The experiences of the students were captured by questionnaires and focus group interviews. This paper outlines the richness in terms of reflection from multiple interpretations of the video evidence or practice as recorded by the students in the classroom. It considers what actually constitutes feedback, situated learning, reflective practice and collaboration in terms of the holistic approach to the development of pre-service teacher training the in the U.K and Ireland

DHA Supplementation Alone or in Combination with Other Nutrients Does not Modulate Cerebral Hemodynamics or Cognitive Function in Healthy Older Adults

A number of recent trials have demonstrated positive effects of dietary supplementation with the omega-3 polyunsaturated fatty acids (n-3 PUFAs), docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA) on measures of cognitive function in healthy young and older adults. One potential mechanism by which EPA, and DHA in particular, may exert these effects is via modulation of cerebral hemodynamics. In order to investigate the effects of DHA alone or provided as one component of a multinutrient supplement (also including Gingko biloba, phosphatidylserine and vitamins B9 and B12) on measures of cerebral hemodynamics and cognitive function, 86 healthy older adults aged 50–70 years who reported subjective memory deficits were recruited to take part in a six month daily dietary supplementation trial. Relative changes in the concentration of oxygenated hemoglobin and deoxygenated hemoglobin were assessed using Near Infrared Spectroscopy (NIRS) during the performance of cognitive tasks prior to and following the intervention period. Performance on the cognitive tasks was also assessed. No effect of either active treatment was found for any of the NIRS measures or on the cognitive performance tasks, although the study was limited by a number of factors. Further work should continue to evaluate more holistic approaches to cognitive aging

Evidence for Extrarenal Production of 1a,25-Dihydroxyvitamin D in Man

Recent studies provide evidence for extrarenal production of 1a,25-dihydroxyvitamin D [1a,25(OH)2D]. To investigate this possibility, serum vitamin D, 25-hydroxyvitamin D (25-OHD), 24,25-dihydroxyvitamin D [24,25(OH)2D], and 1a,25(OH)2D were measured in eight adult anephric subjects. All were undergoing hemodialysis and three of them were receiving vitamin D, 50,000 or 100,000 U/d. Serum vitamin D was elevated in two of the patients given vitamin D and was abnormally low in the others. Mean serum 25-OHD was increased in patients given vitamin D (94.0±7.6 ng/ml) and was normal in the others (16.4±0.9 ng/ml, P \u3c 0.001). Mean serum 24,25(OH)2D was normal in patients given vitamin D (1.38±0.27 ng/ml) and was low in the others (0.25±0.08 ng/ml, P \u3c 0.001). Serum 24,25(OH)2D correlated significantly with serum 25-OHD (r = 0.848, P \u3c 0.01). Mean serum 1a,25(OH)2D determined by receptor assay was 5.8±1.9 pg/ml in patients who were not given vitamin D and was 14.1±0.6 in those who were given vitamin D (P \u3c 0.001). Serum 1a,25(OH)2D correlated significantly with serum 25-OHD (r = 0.911, P \u3c 0.01). Mean serum 1a,25(OH)2D, measured by bioassay, was 8.3±1.9 pg/ml in patients who were not given vitamin D and was 15.9±2.4 pg/ml in those who were given vitamin D (P \u3c 0.05). There was a significant correlation between the values for serum 1a,25(OH)2D obtained with the two methods (r = 0.728, P \u3c 0.01). The results (a) provide evidence in man for extrarenal production of both 24,25(OH)2D and, by two independent assays, of 1a,25(OH)2D, and (b) indicate that serum values of the two dihydroxy metabolites of vitamin D in anephric subjects vary with the serum concentration of the precursor 25-OHD

La enseñanza de contenidos en inglés en el proceso de internacionalización de la Universidad de Alicante

El objetivo principal de esta red fue determinar el estado de la cuestión de la enseñanza de contenidos en inglés en la Universidad de Alicante. Para ello, indagamos sobre las materias que se imparten en inglés, así como la competencia, actitud y preparación del PDI y del alumnado para la enseñanza y aprendizaje de contenidos en inglés. Este análisis nos permite identificar las necesidades y los problemas de los docentes y discentes en torno a la posible implantación y/o incremento de asignaturas con docencia en inglés. De esta forma, este estudio pretende ser un primer paso en el proceso de desarrollo de buenas prácticas para la internacionalización de la UA en su dimensión docente