Membrane fluidity and temperature sensing are coupled via circuitry comprised of Ole1, Rsp5, and Hsf1 in Candida albicans

Peer reviewedPublisher PD

Surviving the heat of the moment : a fungal pathogens perspective

Peer reviewedPublisher PD

Space and time to engage: Mature-aged distance students learn to fit study into their lives

This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Lifelong Education on 2014, available online: https://www.tandfonline.com/doi/full/10.1080/02601370.2014.884177Student engagement, a student’s emotional, behavioural and cognitive connection to their study, is widely recognized as important for student achievement. Influenced by a wide range of personal, structural and sociocultural factors, engagement is both unique and subjective. One important structural factor shown in past research to be a barrier for distance students is access to quality space and time. This qualitative study followed 19 mature-aged distance students and their families, exploring how they learned to manage their space and time throughout their first semester at university. Institutions often claim that distance study and the increased use of technology overcomes barriers of space and time; however, the findings from this study suggest it merely changes the nature of those barriers. The ideal space and time for these students was individual and lay at the intersection of three, sometimes competing, demands: study, self and family. A critical influence on success is family support, as is access to financial resources. Learning what constitutes ideal space and time for engagement is an important part of the transition to university. The institution has a vital role to play in aiding this process by ensuring flexibility of course design is maintained, providing more flexible advice and targeting support at this important issue.falsePublishe

Non-line-of-sight tracking of people at long range

A remote-sensing system that can determine the position of hidden objects has applications in many critical real-life scenarios, such as search and rescue missions and safe autonomous driving. Previous work has shown the ability to range and image objects hidden from the direct line of sight, employing advanced optical imaging technologies aimed at small objects at short range. In this work we demonstrate a long-range tracking system based on single laser illumination and single-pixel single-photon detection. This enables us to track one or more people hidden from view at a stand-off distance of over 50~m. These results pave the way towards next generation LiDAR systems that will reconstruct not only the direct-view scene but also the main elements hidden behind walls or corners

Linking academic emotions and student engagement: mature-aged distance students’ transition to university

This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of Further and Higher Education on 2013, available online: https://www.tandfonline.com/doi/full/10.1080/0309877X.2014.895305Research into both student engagement and student emotions is increasing, with widespread agreement that both are critical determinants of student success in higher education. Less researched are the complex, reciprocal relationships between these important influences. Two theoretical frameworks inform this paper: Pekrun’s taxonomy of academic emotions and Kahu’s conceptual framework of student engagement. The prospective qualitative design aims to allow a rich understanding of the fluctuating and diverse emotions that students experience during the transition to university and to explore the relationships between academic emotions and student engagement. The study follows 19 mature-aged (aged 24 and over) distance students throughout their first semester at university, using video diaries to collect data on their emotional experiences and their engagement with their study. Pre and post-semester interviews were also conducted. Findings highlight that different emotions have different links to engagement: as important elements in emotional engagement, as inhibitors of engagement and as outcomes that reciprocally influence engagement. There are two key conclusions. First, student emotions are the point of intersection between the university factors such as course design and student variables such as motivation and background. Second, the flow of influence between emotions, engagement, and learning is reciprocal and complex and can spiral upwards towards ideal engagement or downwards towards disengagement and withdrawal.Publishe

Does stimulant therapy help adult ADHD?

Central nervous system stimulants improve symptoms of attention deficit-hyperactivity disorder (ADHD) in adults (strength of recommendation: B, based on an older, inconclusive systematic review, a lesser-quality systematic review, and several newer small randomized controlled trials). Although not the focus of this question, nonstimulant medications (including buproprion, modafinil, and guanfacine) have also been studied in the treatment of ADHD in adults. Recently, atomoxetine became the only nonstimulant medication to receive approval by the US Food and Drug Administration for the treatment of ADHD