Experiences from semantic web service tutorials

We have given around 20 tutorials on Semantic Web Services in international events during the last two years. This position paper presents our experiences and depicts central aspects relevant for education, dissemination and exploitation of Semantic Web and Semantic Web service technologies in academia and industry

Towards a semantic event-based service-oriented architecture

Service-Oriented Architecture (SOA) is commonly lauded as a silver bullet for Enterprise Application Integration, inter-organizational business processes implementation, and even as a general solution for the development of all complex Web-oriented applications. However, SOA without semantic descriptions of its data, processes and messaging models fails to achieve a truly flexible and dynamic infrastructure. In this paper we explain where semantics are necessary for SOA and present early work on a Semantic Execution Environment which couples the ServiceOriented and Event-Driven architecture styles with formal semantics

Sustainable Food Sector Curriculum Co-Create, EdTech 2021

Sustainable Food Curriculum Co-create – Empowering the Student Voice This paper will outline the current National Forum for Enhancement of Teaching and Learning in Higher Education- SATLE Funded Technological University Dublin project ‘Sustainable Food Curriculum Co-Create’. The project’s goal is to build capacity for integrating sustainability learning outcomes across Food programmes through educator professional development and co-creation with students. This is being achieved through the piloting of Food sector-focused sustainability modules with co-learning for academic staff and students (5 ECTS CPD in Educating for Food Sustainability for academic staff and 5 ECTS Elective module in Food Sector Sustainability for students). Curriculum design involved several stakeholders in Education for Sustainable Development from across the Food System including enterprise and state organisations who advised on sector-specific sustainability issues, food experts from across several Schools, and sustainability experts from across the University and beyond. It also was informed by industry publications and policy frameworks. A co-creation approach was adopted as sustainable development is complex, requiring transdisciplinary problem-solving where knowledge emerges between established fields, providing space for alternative perspectives and innovative solutions. It should be influenced by viewpoints of all stakeholders, including students, enterprise, regulatory bodies, communities, and social partners [1]. Curriculum delivery included peer-lectures from staff participating on the module, lectures from experts from across the University, as well as non-academic experts who were invited to deliver key industry related elements. The student voice is captured through co-creation workshops and reflective exercises. All participants in the modules were asked to complete a reflection-in-action, which was designed to document learning transformation in knowledge, values and behaviours. All co-creation workshops were facilitated online using MS TEAMS breakout rooms. The first workshop focused on evaluating the embeddedness of sustainability within individual module descriptor by applying the AASHE-STARS [2] criteria for sustainability-focused and sustainability-related courses. Guided by the SDSN’s SDG keywords [3], a mapping of selected module’s learning outcomes, indicative syllabi, assessments and learning resources to the SDGs was also undertaken by students and staff and opportunities for enhancement were identified. Each breakout room contained a mix of staff and students who were familiar with the respective modules for evaluation. An additional workshop was run to evaluate the circularity of module delivery using SusTEACH [4]. Finally, a third workshop focused on design thinking as a problem-solving process, supported by creative online tools, for addressing super-wicked problems posed by the sustainability challenge. The assessment strategy of the Food Sector sustainability modules involved (1) reflection of personal development throughout the module, as well as on improving performance in the UN supported online multiple-choice question sustainability literacy test (SULITEST); (2) artifacts generated during the workshops and (3) for academic staff, reviewing one of their module descriptors to embed sustainability learning outcomes. Whilst staff and students were each enrolled on different versions of the programme, the underlying ethos was on co-learning. As partners equally vested in a transformative learning process for a rapidly evolving field of study, the paper will highlight the potential for impact that the project will have on catalysing action to review the School’s food education provision. [1] QAA (2014) Education for sustainable Development: Guidelines for UK Higher Education Providers. Higher Education Academy and UK QAA. [2] Technical Manual - The Sustainability Tracking, Assessment & Rating System (aashe.org) [3] Universities & SDGs | SDSN Australia, New Zealand and Pacific (ap-unsdsn.org) [4] http://www9.open.ac.uk/SusTeach/index.ht

Level 9 CPD Module Educating for Food Sector Sustainability

Module Descriptor for lecturer professional development in Educating for Food Sustainability. In response to SDG 4.7, which requires learners acquire knowledge and skills for sustainability, this module addresses a gap identified by the National Strategy on Education for Sustainable Development in the ‘preparedness of lecturers to facilitate the type of participatory learning’ associated with balancing social and economic well-being with Earth’s ability to replenish its natural resources. For food-sector educators committed to embedding sustainability in their academic practice, this module aims to develop a community of practice, comprising faculty, students, industry and community that can support authentic and transformative living-lab experiences for a sustainable future of our food systems. Deploying inquiry-based, evidence-based and action-learning approaches, this module focuses on addressing future-of-food issues within a holistic framework informed by the 4 Cs of culture, campus, curriculum and community as a means for transforming food-sector higher education

Level 8 Module Food Sector Sustainability

Optional Module (Level 8) in Food Sector Sustainabiliyt. In response to SDG 4.7, this module contributes to the National Strategy on Education for Sustainable Development’s objective of “equipping learners with relevant knowledge, skills and values for becoming informed active citizens who take action for a more sustainable future”. For food-sector students committed to embedding sustainability in their professional learning and practice, this module explores how we can transform our food systems to be more resilient, ensuring the safe and nutritious food for everyone. It aims to provide authentic and transformative living-lab experiences of sustainable food systems through a community of practice, comprising faculty, students, industry and community stakeholders. The module will provide a comprehensive overview of sustainable development goals (SDGs), targets and policies relating to food systems, diets and nutrition and the design-thinking processes underpinning the co-creating innovative solutions to complex food sustainability challenges

A comparison of asymmetry in athletic groin pain patients and elite rugby union players using analysis of characterising phases

This study compared levels of inter limb asymmetry between field sports players with athletic groin pain and international rugby union players. Three dimensional kinematics and kinetics were recorded for the single leg hurdle hop and side cut movement. Analysis of characterising phases was utilised to identify significant differences in asymmetry between the two groups. The rugby union group had significantly greater asymmetry in some kinematic variables and hip kinetic variables at the beginning of the exercises. Overall however, the athletic groin pain group displayed greater asymmetry, particularly in hip moments compared with the rugby union group. These results suggest that an aspect of rehabilitation for athletic groin pain should focus on reducing asymmetric hip moments

A COMPARISON OF ASYMMETRY IN ATHLETIC GROIN PAIN PATIENTS AND ELITE RUGBY UNION PLAYERS USING ANALYSIS OF CHARACTERISING PHASES

This study compared levels of inter limb asymmetry between field sports players with athletic groin pain and international rugby union players. Three dimensional kinematics and kinetics were recorded for the single leg hurdle hop and side cut movement. Analysis of characterising phases was utilised to identify significant differences in asymmetry between the two groups. The rugby union group had significantly greater asymmetry in some kinematic variables and hip kinetic variables at the beginning of the exercises. Overall however, the athletic groin pain group displayed greater asymmetry, particularly in hip moments compared with the rugby union group. These results suggest that an aspect of rehabilitation for athletic groin pain should focus on reducing asymmetric hip moments

Prolactin and hostility in hospitalised patients and healthy women: A systematic review and meta-analysis.

The aim of this systematic review and meta-analysis was to assess any difference in the self-ratings of hostility in mentally healthy women with different levels of prolactin (PRL). Electronic databases (PubMed, MEDLINE, EMBASE and the Cochrane Library) were searched up to 2nd July 2012 for published literature comparing hostility levels in women with different levels of PRL. Keyword pairs ('prolactin' and 'aggression', 'prolactin' and 'hostil*', 'prolactin' and 'anger', and 'prolactin' and 'angry') were entered simultaneously. From 1065 resulting titles, and one unpublished study, 214 articles underwent full-text review by authors JB and EM. Studies were selected based on clinical relevance. Eight comparative studies consisting of 242 female patients with high PRL levels, 207 female patients with normal PRL levels and 127 healthy controls with normal PRL levels were included. Data were analysed using the inverse variance method with a random-effects model. Analysis revealed significantly higher hostility in patients with high PRL compared with that in healthy control women (Z = 1.94, p < 0.05; Hedges' g = 0.72; 95% confidence interval [CI]: -0.01-1.45), significantly higher hostility in patient controls compared with that in healthy controls (Z = 1.94, p < 0.05; Hedges' g = 0.47; 95% CI: 0.00-0.94) and non-significantly higher hostility levels in patients with high PRL compared with that in patients with normal PRL levels (Z = 1.45, p < 0.15; Hedges' g = 0.38; 95% CI: -0.13-0.89). In this meta-analysis, hostility appears to be accounted for partly by PRL levels and also partly by patient status, perhaps due to the stress of being a patient. Methodological considerations and implications for patient care are discussed