Defining in the doing: listening and reflecting in a community–university collaboration

Defining in the doing is an approach developed by the Community University Partnership Programme (CUPP) at the University of Brighton, UK. It prioritises action and recognises the importance of practice in developing partnerships, drawing from both academic and practitioner principles in community development, community-based research and theories of social learning. This article will draw on this approach to reflect on a community–university collaboration, sustained during the Covid-19 global pandemic, between a community music organisation, a sound archive project and a doctoral researcher. Between 2019 and 2022, these practitioners brought together their expertise in sound heritage, music making, listening and sound methods, and community engagement to deliver three interlinked projects: Sounds to Keep, Sound Mosaics and Remix the Archive (RiTA). This partnership created mutual benefits by bringing together practitioner and academic knowledge and experiences. Through shared reflections, we draw out in this article the ways that the pandemic generated difficult working conditions, while also opening up space for creativity, flexibility and curiosity. But we also highlight how a defining in the doing approach is not commonly supported by the funding and administrative conditions within which we work

MAC-DBT Revisited

Dynamic Backtracking (DBT) is a well known algorithm for solving Constraint Satisfaction Problems. In DBT, variables are allowed to keep their assignment during backjump, if they are compatible with the set of eliminating explanations. A previous study has shown that when DBT is combined with variable ordering heuristics, it performs poorly compared to standard Conflict-directed Backjumping (CBJ) [Bak94]. In later studies, DBT was enhanced with constraint propagation methods. The MAC-DBT algorithm was reported by [JDB00] to be the best performing version, improving on both standard DBT and on FC-DBT by a large factor. The present study evaluates the DBT algorithm from a number of aspects. First we show that the advantage of MAC-DBT over FC-DBT holds only for a static ordering. When dynamic ordering heuristics are used, FC-DBT outperforms MAC-DBT. Second, we show theoretically that a combined version of DBT that uses both F C and MAC performs equal or less computation at each step than MAC-DBT. An empirical result which presents the advantage of the combined version on MAC-DBT is also presented. Third, following the study of [Bak94], we present a version of MAC-DBT and FC-DBT which does not preserve assignments which were jumped over. It uses the Nogood mechanism of DBT only to determine which values should be restored to the domains of variables. These versions of MAC-DBT and FC-DBT outperform all previous versions.

Enterovirus exposure uniquely discriminates type 1 diabetes patients with a homozygous from a heterozygous melanoma differentiation-associated protein 5/interferon induced with helicase C domain 1A946T genotype

In children at risk for type 1 diabetes, innate immune activity is detected before seroconversion. Enterovirus infections have been linked to diabetes development, and a polymorphism (A946T) in the innate immune sensor recognizing enterovirus RNA, interferon-induced with helicase C domain 1/melanoma differentiation-associated protein 5, predisposes to disease. We hypothesized that the strength of innate antienteroviral responses is affected in autoimmune type 1 diabetes patients and linked to the A946T polymorphism. We compared induction of interferon-stimulated genes (ISGs) in peripheral blood mononuclear cells (PBMCs) and dendritic cells (DCs) in healthy individuals and diabetes patients upon stimulation with enterovirus, enterovirus-antibody complexes, or ligands mimicking infection in relation to the A946T polymorphism. Overall, PBMCs of diabetes patients and healthy donors showed comparable ISG induction upon stimulation. No differences were observed in DCs. Interestingly, the data imply that the magnitude of responses to enterovirus and enterovirus-antibody complexes in PBMCs is critically influenced by the A946T polymorphism and elevated in heterozygotes compared to TT homozygous individuals in autoimmune diabetes patients, but not healthy controls. These data imply an intrinsic difference in the responses to enterovirus and enterovirus-antibody complexes in diabetes patients carrying a TT risk genotype compared to heterozygotes that may influence control of enterovirus clearanc

Learners in transition: the use of ePortfolios for women returners to science, engineering and technology

In 2002 the UK Government produced a report highlighting the problems faced by women returning to employment in science, engineering and technology (SET) after a career break. In response to this report, a national strategy was developed, with funding from the UK's Department of Trade and Industry and the European Social Fund 'Equal' Programme, to address the issues highlighted by the report. One of the key parts of the strategy was the creation of a short (100 hours), online course by the Open University (UK) aimed at supporting and empowering women who were returning to employment in SET after a break. An ePortfolio forms an integral part of the course experience. This paper reports the experiences of the first group of 100 women who participated in this course. A range of data sources have been used to analyse the responses of participants to the course including questionnaires, emailed 'critical incident' narratives, discussion board postings and telephone interviews. This paper draws on that evaluation research to discuss the perceptions that women scientists, engineers and technologists had about the usefulness of personal/professional development planning (PDP) and an ePortfolio in helping them re-enter employment, and their intentions to use it in future. Some of these findings can be generalised to other groups (either employed or not) who might benefit from a similar approach, i.e. developing an ePortfolio through a set of structured and guided e-learning activitie

An exploratory study of situated conceptions of learning and learning environments.

This paper describes a study designed to test whether situated conceptions of learning can be measured using questionnaires, and the relations between these aspects of students’ awareness, their awareness of other environmental variables, and their learning outcomes. A situated conception of learning is one that is evoked and adopted by students in response to their perceptions of their learning tasks in a particular context. It may reflect the aims they have for their studies, once they have started that study and experienced that study environment. The results from this small-scale, limited-context study showed that when students perceived the learning environment as being more supportive of learning, they were more likely to describe a situated conception of learning that was more closely aligned with those promoted by the University. They also had higher scores on the deep approach to learning scale, lower scores on the surface approach scale, and expected to leave university with a higher degree classification. These associations, which suggest that situated conceptions, like prior experience of learning, may be a crucial indicator of learning approach and outcomes of learning, are sufficiently large to warrant more rigorous investigations