Reimagining design fundamentals: deschooling 1st year product design students

The transition from secondary education to higher education for many students can present several challenges with the UK’s modern day education system. New university students not only have to prepare themselves to delve into the realms of higher education, but most students also must learn and adapt to living independently for the first time. New first year students are not only exploring their identity as young aspiring professionals, but within the product design sector, they are also getting explore for the first time what it means to be a designer. The skills deficiency between secondary education and the expectations of higher education within the product design sector continues to widen every year, and this is particularly evident within the past four years where students have been joining higher education with at least one or two GCSE or A-Level years effected by COVID-19 resulting in distance and virtual learning detracting from practical skills development. Regardless of the route taken before joining higher education, recent observations have also demonstrated that the majority of first year product design students have significant skills deficiencies due to the current structure of design and technology education within secondary education. This is due to a lack of clarity and direction the subject currently faces coupled with significant funding cuts to the creative sectors by the UK government. As such higher education product design courses are facing significant challenges with student recruitment numbers but also the type of student being recruited. Students often now join higher education demonstrating a lack of autonomy, lack of self-directed learning skills and being resistant to change. The transition shock from a highly structured and teacher-centered learning environment compared to a more independent self-driven approach often surprises new students and the move away from a ‘spoon fed education culture’ often panics students. As such this paper seeks to present an approach taken to reimagining design fundamentals for first year product design students by taking a deschooling approach within their first module taught in higher education. This paper will present a narrative of the point of entry considerations for incoming product design students and subsequently the re-design of a module entitled ‘Design Fundamentals’ which seeks to not only deschool students but also help them embrace their chosen course and the identity of their course. An overview of the refreshed ‘Design Fundamentals’ module for BSc Product Design students will showcase the first 10 weeks of the 1st year product design student experience highlighting how providing guidance, mentorship, and support systems help students transition to a more self-directed and independent learning approach. Finally, this paper will provide student testimonials as they reflect on several educational schemes/projects conducted within the ‘Design Fundamentals’ module ranging from debates, team bonding away days, CAD Bash, design sketching, 3D printing sessions, design projects, amongst others

Summer 1973

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CAD bash: accelerating 2D/3D computer aided design competencies for first year product design students

The everchanging technological and digital landscape of the Product Design and Product Design Engineering industry now requires graduates to have a wider range of skills and software knowledge. In particular, there is a need for enhanced skills focused on engineering computer aided design (CAD), virtual reality, 3D visualisation and rendering/animation. This has resulted in graduates requiring a more detailed and rigorous CAD and 3D visualisation syllabus to prepare them adequately for industry. With the increased pressures on delivering a wider range of software teaching alongside a greater range of hardware, the need for a good grounding and understanding of 2D/3D engineering CAD competencies is essential. Subsequently we have identified the need for enhanced engineering CAD teaching and learning within the higher education setting especially within the first-year product design curriculum. As such, there is the need to challenge established pedagogy and delivery methods with regards to CAD tuition in order to explore new delivery methods and alternative educational paradigms to allow educators to equip engineers and designers for future industry requirements. To enhance the CAD skills of product design students, the product design academic team at Nottingham Trent University have sought to accelerate the learning of core 2D/3D engineering CAD competencies within first year students by providing an accelerated learning program focussed on SolidWorks. This paper explores and reflects on the development of a ‘CAD Bash’, an accelerated teaching block of 2D/3D engineering CAD, utilizing SolidWorks and delivered in week two of the first year product design students higher education journey. Sixty-Two BSc Product Design first year students undertook eight 1.5-2-hour sessions over the course of a 15-hour accelerated synchronous teaching block during a single week. CAD Bash synchronous teaching was also supported by asynchronous content in the form of pre-recorded videos and prepared worksheets/guides. Prior to commencing ‘CAD Bash’, each student completed a Pre-CAD Bash skills audit to ascertain the student cohorts’ current knowledge/understanding of software programs, situated within Engineering CAD, such as SolidWorks. This survey helped inform the tutors on student prior knowledge allowing adjustments to the level of learning/content delivered. A Post-CAD Bash skills audit was then collected, providing insight into the effectiveness of the accelerated teaching block, thus informing CAD tuition for the remainder of the academic year. This paper also presents student feedback and the findings from CAD Bash to demonstrate the effectiveness and impact of an accelerated CAD teaching block focused on fundamental engineering CAD competencies. Finally, this paper will demonstrate how the delivery of an entire term’s worth of CAD tuition within a single week period not only prepared students better for future CAD learning but has also created room within the CAD syllabus to teach a wider range of software in more depth. Subsequently this has enhanced our entire three-year CAD syllabus for product design students and positively impacted student skill level thus providing greater placement and graduate opportunities in the future

Efficacy of Low-Dose Amitriptyline for Chronic Low Back Pain:A Randomized Clinical Trial

Importance: Antidepressants at low dose are commonly prescribed for the management of chronic low back pain and their use is recommended in international clinical guidelines. However, there is no evidence for their efficacy. Objective: To examine the efficacy of a low-dose antidepressant compared with an active comparator in reducing pain, disability, and work absence and hindrance in individuals with chronic low back pain. Design, Setting, and Participants: A double-blind, randomized clinical trial with a 6-month follow-up of adults with chronic, nonspecific, low back pain who were recruited through hospital/medical clinics and advertising was carried out. Intervention: Low-dose amitriptyline (25 mg/d) or an active comparator (benztropine mesylate, 1 mg/d) for 6 months. Main Outcomes and Measures: The primary outcome was pain intensity measured at 3 and 6 months using the visual analog scale and Descriptor Differential Scale. Secondary outcomes included disability assessed using the Roland Morris Disability Questionnaire and work absence and hindrance assessed using the Short Form Health and Labour Questionnaire. Results: Of the 146 randomized participants (90 [61.6%] male; mean [SD] age, 54.8 [13.7] years), 118 (81%) completed 6-month follow-up. Treatment with low-dose amitriptyline did not result in greater pain reduction than the comparator at 6 (adjusted difference, -7.81; 95% CI, -15.7 to 0.10) or 3 months (adjusted difference, -1.05; 95% CI, -7.87 to 5.78), independent of baseline pain. There was no statistically significant difference in disability between the groups at 6 months (adjusted difference, -0.98; 95% CI, -2.42 to 0.46); however, there was a statistically significant improvement in disability for the low-dose amitriptyline group at 3 months (adjusted difference, -1.62; 95% CI, -2.88 to -0.36). There were no differences between the groups in work outcomes at 6 months (adjusted difference, absence: 1.51; 95% CI, 0.43-5.38; hindrance: 0.53; 95% CI, 0.19-1.51), or 3 months (adjusted difference, absence: 0.86; 95% CI, 0.32-2.31; hindrance: 0.78; 95% CI, 0.29-2.08), or in the number of participants who withdrew owing to adverse events (9 [12%] in each group; χ2 = 0.004; P =.95). Conclusions and Relevance: This trial suggests that amitriptyline may be an effective treatment for chronic low back pain. There were no significant improvements in outcomes at 6 months, but there was a reduction in disability at 3 months, an improvement in pain intensity that was nonsignificant at 6 months, and minimal adverse events reported with a low-dose, modest sample size and active comparator. Although large-scale clinical trials that include dose escalation are needed, it may be worth considering low-dose amitriptyline if the only alternative is an opioid. Trial Registration: ANZCTR: ACTRN12612000131853

Validation of the BETA-2 Score: An Improved Tool to Estimate Beta Cell Function After Clinical Islet Transplantation Using a Single Fasting Blood Sample

The beta score, a composite measure of beta cell function after islet transplantation, has limited sensitivity because of its categorical nature and requires a mixed‐meal tolerance test (MMTT). We developed a novel score based on a single fasting blood sample. The BETA‐2 score used stepwise forward linear regression incorporating glucose (in millimoles per liter), C‐peptide (in nanomoles per liter), hemoglobin A1c (as a percentage) and insulin dose (U/kg per day) as continuous variables from the original beta score data set (n = 183 MMTTs). Primary and secondary analyses assessed the score's ability to detect glucose intolerance (90‐min MMTT glucose ≥8 mmol/L) and insulin independence, respectively. A validation cohort of islet transplant recipients (n = 114 MMTTs) examined 12 mo after transplantation was used to compare the score's ability to detect these outcomes. The BETA‐2 score was expressed as follows (range 0–42): [Formula: see text] A score <20 and ≥15 detected glucose intolerance and insulin independence, respectively, with >82% sensitivity and specificity. The BETA‐2 score demonstrated greater discrimination than the beta score for these outcomes (p < 0.05). Using a fasting blood sample, the BETA‐2 score estimates graft function as a continuous variable and shows greater discrimination of glucose intolerance and insulin independence after transplantation versus the beta score, allowing frequent assessments of graft function. Studies examining its utility to track long‐term graft function are required

B 12 -Mediated, Long Wavelength Photopolymerization of Hydrogels

Medical hydrogel applications have expanded rapidly over the past decade. Implantation in patients by non-invasive injection is preferred, but this requires hydrogel solidification from a low viscosity solution to occur in vivo via an applied stimuli. Transdermal photo-crosslinking of acrylated biopolymers with photoinitiators and lights offers a mild, spatiotemporally controlled solidification trigger. However, the current short wavelength initiators limit curing depth and efficacy because they do not absorb within the optical window of tissue (600 - 900 nm). As a solution to the current wavelength limitations, we report the development of a red light responsive initiator capable of polymerizing a range of acrylated monomers. Photo-activation occurs within a range of skin type models containing high biochromophore concentrations

Characterisation of a stereotypical cellular and extracellular adult liver progenitor cell niche in rodents and diseased human liver

Background Stem/progenitor cell niches in tissues regulate stem/progenitor cell differentiation and proliferation through local signalling. Objective To examine the composition and formation of stem progenitor cell niches. Methods The composition of the hepatic progenitor cell niche in independent models of liver injury and hepatic progenitor cell activation in rodents and humans was studied. To identify the origin of the progenitor and niche cells, sex-mismatched bone marrow transplants in mice, who had received the cholineeethionine-deficient-diet to induce liver injury and progenitor cell activation, were used. The matrix surrounding the progenitor cells was described by immunohistochemical staining and its functional role controlling progenitor cell behaviour was studied in cell culture experiments using different matrix layers. Results The progenitor cell response in liver injury is intimately surrounded by myofibroblasts and macrophages, and to a lesser extent by endothelial cells. Hepatic progenitor cells are not of bone marrow origin; however, bone marrow-derived cells associate intimately with these cells and are macrophages. Laminin always surrounds the progenitor cells. In vitro studies showed that laminin aids maintenance of progenitor and biliary cell phenotype and promotes their gene expression (Dlk1, Aquaporin 1, γGT) while inhibiting hepatocyte differentiation and gene expression (CEPB/α). Conclusions During liver damage in rodents and humans a stereotypical cellular and laminin niche forms around hepatic progenitor cells. Laminin helps maintenance of undifferentiated progenitor cells. The niche links the intrahepatic progenitor cells with bone marrow-derived cells and links tissue damage with progenitor cell-mediated tissue repai

Semi-parametric risk prediction models for recurrent cardiovascular events in the LIPID study

Background: Traditional methods for analyzing clinical and epidemiological cohort study data have been focused on the first occurrence of a health outcome. However, in many situations, recurrent event data are frequently observed. It is inefficient to use methods for the analysis of first events to analyse recurrent event data