A flexible approach to introductory programming : engaging and motivating students

© 2019 Copyright is held by the owner/author(s). In this paper, we consider an approach to supporting students of Computer Science as they embark upon their university studies. The transition to Computer Science can be challenging for students, and equally challenging for those teaching them. Issues that are unusual – if not unique – to teaching computing at this level include • the wide variety in students background, varying from no prior experience to extensive development practice; • the positives and negatives of dealing with self-taught hobbyists who may developed buggy mental models of the task in hand and are not aware of the problem; • the challenge of getting students to engage with material that includes extensive practical element; • the atypical profile of a computing cohort, with typically 80%+ male students. The variation in background includes the style of prior academic experience, with some students coming from traditional level 3 (i.e. A-levels), some through more vocational routes (e.g. B-Tech, though these have changed in recent years), through to those from experiential (work based) learning. Technical background varies from science, mathematical and computing experience, to no direct advanced technical or scientific experience. A further issue is students’ attainment and progression within higher education, where the success and outcomes in computer science has been identified as particularly problematic. Computer Science has one the worst records for retention (i.e. students leaving with no award, or a lower award than that originally applied for), and the second worst for attainment (i.e. achieving a good degree, that being defined as a first or a 2:1). One way to attempt to improve these outcomes is by identifying effective ways to improve student engagement. This can be through appropriate motivators – though then the balance of extrinsic versus intrinsic motivation becomes critical. In this paper, we consider how to utilize assessment – combining the formative and summative aspects - as a substitute for coarser approaches based on attendance monitoring

A flexible approach to introductory programming : engaging and motivating students

© 2019 Copyright is held by the owner/author(s). In this paper, we consider an approach to supporting students of Computer Science as they embark upon their university studies. The transition to Computer Science can be challenging for students, and equally challenging for those teaching them. Issues that are unusual – if not unique – to teaching computing at this level include • the wide variety in students background, varying from no prior experience to extensive development practice; • the positives and negatives of dealing with self-taught hobbyists who may developed buggy mental models of the task in hand and are not aware of the problem; • the challenge of getting students to engage with material that includes extensive practical element; • the atypical profile of a computing cohort, with typically 80%+ male students. The variation in background includes the style of prior academic experience, with some students coming from traditional level 3 (i.e. A-levels), some through more vocational routes (e.g. B-Tech, though these have changed in recent years), through to those from experiential (work based) learning. Technical background varies from science, mathematical and computing experience, to no direct advanced technical or scientific experience. A further issue is students’ attainment and progression within higher education, where the success and outcomes in computer science has been identified as particularly problematic. Computer Science has one the worst records for retention (i.e. students leaving with no award, or a lower award than that originally applied for), and the second worst for attainment (i.e. achieving a good degree, that being defined as a first or a 2:1). One way to attempt to improve these outcomes is by identifying effective ways to improve student engagement. This can be through appropriate motivators – though then the balance of extrinsic versus intrinsic motivation becomes critical. In this paper, we consider how to utilize assessment – combining the formative and summative aspects - as a substitute for coarser approaches based on attendance monitoring

Cultivated Vaginal Microbiomes Alter HIV-1 Infection and Antiretroviral Efficacy in Colonized Epithelial Multilayer Cultures

There is a pressing need for modeling of the symbiotic and at times dysbiotic relationship established between bacterial microbiomes and human mucosal surfaces. In particular clinical studies have indicated that the complex vaginal microbiome (VMB) contributes to the protection against sexually-transmitted pathogens including the life-threatening human immunodeficiency virus (HIV-1). The human microbiome project has substantially increased our understanding of the complex bacterial communities in the vagina however, as is the case for most microbiomes, very few of the community member species have been successfully cultivated in the laboratory limiting the types of studies that can be completed. A genetically controlled ex vivo model system is critically needed to study the complex interactions and associated molecular dialog. We present the first vaginal mucosal culture model that supports colonization by both healthy and dysbiotic VMB from vaginal swabs collected from routine gynecological patients. The immortalized vaginal epithelial cells used in the model and VMB cryopreservation methods provide the opportunity to reproducibly create replicates for lab-based evaluations of this important mucosal/bacterial community interface. The culture system also contains HIV-1 susceptible cells allowing us to study the impact of representative microbiomes on replication. Our results show that our culture system supports stable and reproducible colonization by VMB representing distinct community state types and that the selected representatives have significantly different effects on the replication of HIV-1. Further, we show the utility of the system to predict unwanted alterations in efficacy or bacterial community profiles following topical application of a front line antiretroviral

Smart, social, flexible and fun: Escaping the flatlands of virtual learning environments

© 2019, Springer Nature Switzerland AG. This paper describes the development of intelligent, social, flexible and game-based pedagogic approaches and their applications in Virtual Learning Environment based Education. Applications of computer science technologies and techniques can enable, facilitate and change educational approaches, allowing scalable approaches that can address both individual student needs whilst managing large – sometimes-massive - cohort sizes. The benefits of these information systems include supporting the wide range of contexts met in education, in terms of individual needs and specific subject and curriculum requirements. Technologies and approaches that are considered range from the representation of knowledge and the use of intelligent systems, the use of social computing, through to the enabling opportunities of ubicomp and the practical application of game mechanics (gamification). This paper concludes with practical illustrations in the context of undergraduate computer science didactics

Nurse prescribing of medicines in Western European and Anglo-Saxon countries: a systematic review of the literature

<p>Abstract</p> <p>Background</p> <p>A growing number of countries are introducing some form of nurse prescribing. However, international reviews concerning nurse prescribing are scarce and lack a systematic and theoretical approach. The aim of this review was twofold: firstly, to gain insight into the scientific and professional literature describing the extent to and the ways in which nurse prescribing has been realised or is being introduced in Western European and Anglo-Saxon countries; secondly, to identify possible mechanisms underlying the introduction and organisation of nurse prescribing on the basis of Abbott's theory on the division of professional labor.</p> <p>Methods</p> <p>A comprehensive search of six literature databases and seven websites was performed without any limitation as to date of publication, language or country. Additionally, experts in the field of nurse prescribing were consulted. A three stage inclusion process, consisting of initial sifting, more detailed selection and checking full-text publications, was performed independently by pairs of reviewers. Data were synthesized using narrative and tabular methods.</p> <p>Results</p> <p>One hundred and twenty-four publications met the inclusion criteria. So far, seven Western European and Anglo-Saxon countries have implemented nurse prescribing of medicines, viz., Australia, Canada, Ireland, New Zealand, Sweden, the UK and the USA. The Netherlands and Spain are in the process of introducing nurse prescribing. A diversity of external and internal forces has led to the introduction of nurse prescribing internationally. The legal, educational and organizational conditions under which nurses prescribe medicines vary considerably between countries; from situations where nurses prescribe independently to situations in which prescribing by nurses is only allowed under strict conditions and supervision of physicians.</p> <p>Conclusions</p> <p>Differences between countries are reflected in the jurisdictional settlements between the nursing and medical professions concerning prescribing. In some countries, nurses share (full) jurisdiction with the medical profession, whereas in other countries nurses prescribe in a subordinate position. In most countries the jurisdiction over prescribing remains predominantly with the medical profession. There seems to be a mechanism linking the jurisdictional settlements between professions with the forces that led to the introduction of nurse prescribing. Forces focussing on efficiency appear to lead to more extensive prescribing rights.</p

How to use the world's scarce selenium resources efficiently to increase the selenium concentration in food

The world's rare selenium resources need to be managed carefully. Selenium is extracted as a by-product of copper mining and there are no deposits that can be mined for selenium alone. Selenium has unique properties as a semi-conductor, making it of special value to industry, but it is also an essential nutrient for humans and animals and may promote plant growth and quality. Selenium deficiency is regarded as a major health problem for 0.5 to 1 billion people worldwide, while an even larger number may consume less selenium than required for optimal protection against cancer, cardiovascular diseases and severe infectious diseases including HIV disease. Efficient recycling of selenium is difficult. Selenium is added in some commercial fertilizers, but only a small proportion is taken up by plants and much of the remainder is lost for future utilization. Large biofortification programmes with selenium added to commercial fertilizers may therefore be a fortification method that is too wasteful to be applied to large areas of our planet. Direct addition of selenium compounds to food (process fortification) can be undertaken by the food industry. If selenomethionine is added directly to food, however, oxidation due to heat processing needs to be avoided. New ways to biofortify food products are needed, and it is generally observed that there is less wastage if selenium is added late in the production chain rather than early. On these bases we have proposed adding selenium-enriched, sprouted cereal grain during food processing as an efficient way to introduce this nutrient into deficient diets. Selenium is a non-renewable resource. There is now an enormous wastage of selenium associated with large-scale mining and industrial processing. We recommend that this must be changed and that much of the selenium that is extracted should be stockpiled for use as a nutrient by future generations