Walking dynamics are symmetric (enough)

Many biological phenomena such as locomotion, circadian cycles, and breathing are rhythmic in nature and can be modeled as rhythmic dynamical systems. Dynamical systems modeling often involves neglecting certain characteristics of a physical system as a modeling convenience. For example, human locomotion is frequently treated as symmetric about the sagittal plane. In this work, we test this assumption by examining human walking dynamics around the steady-state (limit-cycle). Here we adapt statistical cross validation in order to examine whether there are statistically significant asymmetries, and even if so, test the consequences of assuming bilateral symmetry anyway. Indeed, we identify significant asymmetries in the dynamics of human walking, but nevertheless show that ignoring these asymmetries results in a more consistent and predictive model. In general, neglecting evident characteristics of a system can be more than a modeling convenience---it can produce a better model.Comment: Draft submitted to Journal of the Royal Society Interfac

Impression formation of PhD supervisors during student-led selection:An examination of UK business schools with a focus on staff profiles

PhD students are allocated to supervisors in several ways. In Business Schools, the most dominant allocation method is student-led selection. In many cases, this requires students to approach and petition potential supervisors before having had any previous communications with them. Though, given that supervisors possess similar credentials, what evaluation process do students undertake when considering them? To date, research to understand this process is absent. Through the theoretical frame of impression management and the use of in-depth interviews (n = 19), we address this gap. Specifically, we examine how warmth and competence perceptions (i.e. The Big Two impressions) shape supervisor selection. Further, we provide understanding of the role academic staff profiles play in this process. We contribute first, a hierarchy of determinants for supervisor choice in ascending order of importance; gatekeeping attributes, competence, and warmth. Second, we provide a typology of stereotypical supervisors (The Guru, The Friend, The Machine, The Dud) based on informational cues from their profiles (i.e. high competence supervisors as colder, and high warmth staff as less competent). Third, we present a critical understanding of the opportunities and challenges of self-presentation through staff profiles. Finally, we offer specific advice for mobilising impression management tactics in these profiles to best appeal to PhD applicants

The accuracy of active shape modelling and end-plate measurements for characterising the shape of the lumbar spine in the sagittal plane

Peer reviewedPreprin

Design of low/zero carbon buildings - learning

This report is published by Design Research Unit Wales and is the second output of the Low Carbon Institute's (LCRI) Low Carbon Built Environment programme work package, 'Design of Low/Zero Carbon Buildings'. It focuses on varied procurement processes and construction techniques leading to the realisation of low carbon schools and colleges in the UK and beyond. The objective of the project is to provide design teams involved in the delivery of low/zero carbon buildings with clear but non-prescriptive design guidance based on current best practice

‘I Am Deadly’ project evaluation December 2022

CERC (formally CERG) evaluated the implementation of the ‘I Am Deadly’ project, which is a version of the ‘I Am Ready’ project targeting young Aboriginal students. The project aimed at encouraging up to 20 Aboriginal students to take up a trade and providing them with a pathway into a trade. It also aimed to encourage Aboriginal Students to continue their education to allow a greater choice for employment options post-secondary school

'Simulation-based learning in psychiatry for undergraduates at the University of Zimbabwe medical school'.

BACKGROUND: The use of simulated patients to teach in psychiatry has not been reported from low-income countries. This is the first study using simulation teaching in psychiatry in Africa. The aim of this study was to introduce a novel method of psychiatric teaching to medical students at the University of Zimbabwe and assess its feasibility and preliminary effectiveness. We selected depression to simulate because students in Zimbabwe are most likely to see cases of psychoses during their ward-based clinical exposure. METHODS: Zimbabwean psychiatrists adapted scenarios on depression and suicide based on ones used in London. Zimbabwean post-graduate trainee psychiatrists were invited to carry out the teaching and psychiatric nursing staff were recruited and trained in one hour to play the simulated patients (SPs). All students undertaking their psychiatry placement (n = 30) were allocated into groups for a short didactic lecture on assessing for clinical depression and then rotated around 3 scenarios in groups of 4-5 and asked to interview a simulated patient with signs of depression. Students received feedback from peers, SPs and facilitators. Students completed the Confidence in Assessing and Managing Depression (CAM-D) questionnaire before and after the simulation session and provided written free-text feedback. RESULTS: Post-graduate trainers, together with one consultant, facilitated the simulated teaching after three hours training. Student confidence scores increased from mean 15.90 to 20.05 (95% CI = 2.58- 5.71) t (20) = 5.52, (p > 0.0001) following the simulation teaching session. Free-text feedback was positive overall with students commenting that it was "helpful", "enjoyable" and "boosted confidence". CONCLUSIONS: In Zimbabwe, simulation teaching was acceptable and could be adapted with minimal effort by local psychiatrists and implemented by post-graduate trainees and one consultant, Students found it helpful and enjoyable and their confidence increased after the teaching. It offers students a broader exposure to psychiatric conditions than they receive during clinical attachment to the inpatient wards. Involving psychiatry trainees and nursing staff may be a sustainable approach in a setting with small number of consultants and limited funds to pay for professional actors

Design of Low/Zero carbon buildings - dwelling

This report is published by Design Research Unit Wales and is the first output of the Low Carbon Research Institute’s (LCRI) Low Carbon Built Environment programme work package, ‘Design of Low/Zero Carbon Buildings’ and is produced to coincide with the conference ‘Low Carbon Homes: Lessons from Practice’ at the Welsh School of Architecture on 14th October 2011. The objective of the project is to provide design teams involved in the delivery of low/zero carbon buildings with clear but non-prescriptive design guidance based on current best practice. The work package aims to examine buildings within the sectors of Housing, Education and Healthcare and this document looks at case studies within the affordable housing sector, analysing procurement and construction techniques and the cost impact of meeting the demands of changing legislation. Edition 1: October 201

Design of low/zero carbon buildings - learning

This report is published by Design Research Unit Wales and is the second output of the Low Carbon Research Institute’s (LCRI) Low Carbon Built Environment programme work package, ‘Design of Low/Zero Carbon Buildings’ and is produced to coincide with the conference ‘Low Carbon Learning: Lessons from Practice’ held at the Centre for Alternative Technology on 5th September 2013. The objective of the project is to provide design teams involved in the delivery of low/zero carbon buildings with clear but non-prescriptive design guidance based on current best practice. The work package aims to examine buildings within the sectors of Housing, Education and Healthcare and this document looks at case studies within the education sector, analysing design, procurement and construction techniques and the cost impact of meeting the demands of changing legislation. Edition 1: September 201