A deliberative model for self-adaptation middleware using architectural dependency

A crucial prerequisite to externalized adaptation is an understanding of how components are interconnected, or more particularly how and why they depend on one another. Such dependencies can be used to provide an architectural model, which provides a reference point for externalized adaptation. In this paper, it is described how dependencies are used as a basis to systems' self-understanding and subsequent architectural reconfigurations. The approach is based on the combination of: instrumentation services, a dependency meta-model and a system controller. In particular, the latter uses self-healing repair rules (or conflict resolution strategies), based on extensible beliefs, desires and intention (EBDI) model, to reflect reconfiguration changes back to a target application under examination

Eyes wide shut? UK consumer perceptions on aviation climate impacts and travel decisions to New Zealand

The purview of climate change concern has implicated air travel, as evidenced in a growing body of academic literature concerned with aviation CO2 emissions. This article assesses the relevance of climate change to long haul air travel decisions to New Zealand for United Kingdom consumers. Based on 15 semi-structured open-ended interviews conducted in Bournemouth, UK during June 2009, it was found that participants were unlikely to forgo potential travel decisions to New Zealand because of concern over air travel emissions. Underpinning the interviewees’ understandings and responses to air travel’s climate impact was a spectrum of awareness and attitudes to air travel and climate change. This spectrum ranged from individuals who were unaware of air travel’s climate impact to those who were beginning to consume air travel with a ‘carbon conscience’. Within this spectrum were some who were aware of the impact but not willing to change their travel behaviours at all. Rather than implicating long haul air travel, the empirical evidence instead exemplifies changing perceptions towards frequent short haul air travel and voices calls for both government and media in the UK to deliver more concrete messages on air travel’s climate impact

Ion size effects at ionic exclusion from dielectric interfaces and slit nanopores

A previously developed field-theoretic model [R.D. Coalson et al., J. Chem. Phys. 102, 4584 (1995)] that treats core collisions and Coulomb interactions on the same footing is investigated in order to understand ion size effects on the partition of neutral and charged particles at planar interfaces and the ionic selectivity of slit nanopores. We introduce a variational scheme that can go beyond the mean-field (MF) regime and couple in a consistent way pore modified core interactions, steric effects, electrostatic solvation and image-charge forces, and surface charge induced electrostatic potential. We show that in the dilute limit, the MF and the variational theories agree well with MC simulation results, in contrast to a recent RPA method. The partition of charged Yukawa particles at a neutral dielectric interface (e.g air-water or protein-water interface) is investigated. It is shown that as a result of the competition between core collisions that push the ions towards the surface, and repulsive solvation and image forces that exclude them from the interface, a concentration peak of finite size ions sets in close to the dielectric interface. We also characterize the role played by the ion size on the ionic selectivity of neutral slit nanopores. We show that the complex interplay between electrostatic forces, excluded volume effects induced by core collisions and steric effects leads to an unexpected reversal in the ionic selectivity of the pore with varying pore size: while large pores exhibits a higher conductivity for large ions, narrow pores exclude large ions more efficiently than small ones

Histology resources for promoting blended learning

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI link.Human health courses at universities are facing different challenges to provide students with real laboratory experiences due to the combination of large course cohorts with a shortage of academic staff, resources and time. Future health professionals are encouraged to have a complete understanding of human anatomy and histology as well as to have some pathology and diagnostic skills including the necessary skills to use a microscope. However, students often find learning histology challenging as they usually need to learn how to use a microscope in a limited time during a practical timetabled with several peers, in which they are also required to undertake other activities such as tissue embedding, cutting and staining. To address these factors, different web-based resources have been made available to enhance learning of anatomy and histology, however they are directed to medical students so their use by non-medical students (e.g. pharmacy, biomedical science, nursing, etc.) is limited due to their complexity. As a result, De Montfort University (DMU, UK) is leading an international project to develop an on-line package for teaching and learning biology, named DMU e-Biology, which will cover not only the foundation but also the latest scientific knowledge on human biology. This novel resource is also equipped with a Virtual Microscope and a Virtual Laboratory. The Virtual Laboratory will present different subsections with a range of units regarding biomedical techniques and equipment, which will be developed following previous successful experience from the team. Units will be highly engaging and will contain short videos of academics and/or technicians working hands-on with equipment and/or techniques shown to bring the laboratory to the student’s house. Videos will be enhanced with audio and subtitles in English and the user will be able to complete a series of voluntary self-assessments throughout each unit to enhance engagement and self-assessment by providing the user with tools to evaluate their acquisition of knowledge. A subsection will cover all the elements to perform routine histological techniques in a biomedical laboratory, including the use and practicalities of the microtome, how to perform paraffin embedding and tissue sampling, and common staining techniques such as haematoxylin & eosin (H&E) and periodic acid–Schiff stain (PAS). The histology section will be publicly available from the DMU website in 2018 here http://parasitology.dmu.ac.uk/ebiology/biologyLaboratory_units.htm. Additionally, this resource is supported by a virtual microscope in which the user will be able to explore a library of virtual histological slides from different human tissues and organs; the virtual microscope will transfer the practicalities of a microscope to study human histology. These resources will be tested with first year BSc Biomedical Science and BMedSci Medical Science students enrolled in the module Basic Anatomy and Physiology at DMU by implementing blended learning, i.e. a pedagogy that integrates e-learning resources and materials with formal teaching (lectures, workshops and practicals), as different studies have pointed out that this pedagogy can enhance self-learning and facilitate acquisition of knowledge and long-term retention of information. This paper will provide a description of these novel resources and explore their practicalities with non-medical science students

Building a DMU e-Biology resource for health sciences’ students.

The file attached to this record is the author's final peer reviewed version. The Publisher's final version can be found by following the DOI linkThe BSc Biomedical Science (BMS) programme at De Montfort University (DMU, Leicester, UK) is accredited by the Institute of Biomedical Science (IBMS). Students enrolled within this programme acquire highly sought after skills related with human health sciences to work in: pathology departments in hospitals; research institutions; biotechnology and pharmaceutical industries; and the education sector to name a few. The degree recruits a large number of students with currently around 600 students enrolled on this programme at DMU. Despite pre-entry requirements of knowledge of subjects related to human biology, biology or chemistry, we have noted that first year students require basic support in STEM subjects (biology, chemistry and mathematics) in modules such as “Basic Microbiology”, “Basic Anatomy and Physiology” and “Chemistry for the Biosciences”. This support is especially necessary for students that come from non-traditional routes such as Business and Technology Education Council (BTEC) routes. Moreover, usually topics related with microbiology and human diseases are challenging for students, often causing stress impacting their overall performance and experience. A group of BMS academics at DMU in conjunction with universities in the European Union (EU; e.g. University of San Pablo CEU, Spain) have started to design, create and develop a series of e-learning resources or units in human biology and BMS for undergraduate students that study health sciences degrees in the EU. These units are being uploaded onto the DMU web server (http://parasitology.dmu.ac.uk/) and will be only accessible for students from participating universities during the first phase of this project (2017/18 course) in which comprehensive feedback will be collected. This web server space has three sections or modules (theoretical section, virtual laboratory and microscope) in which the new e-learning resources will be preliminary accommodated. These units will be interactive and easy to follow, and will cover basic human biology (e.g. cells, cell structure), human anatomy and physiology, histology and basic microbiology, which will be embedded in a theoretical module named DMU e-Biology within the above URL link. They will include formative assessments and case studies throughout each unit. In addition, a series of practical units are being developed which describe routine practical elements in any biomedical laboratory such as laboratory materials, pipetting, molecular techniques (e.g. PCR), cell culture (e.g. use of biological safety cabinet) and histological techniques (e.g. use of microtome, staining techniques). The development of this teaching and learning resource will cover a gap in the traditional teaching and learning methods that are currently used and provided in the participating universities. The DMU e-Biology will aid to our undergraduate students to gain knowledge in human biology and microbiology by promoting self-learning. We consider that the DMU e-Biology will help overcome spatiotemporal, equipment and resource barriers. Additionally, it may help student retention as currently about a 10% of our first year students fail to continue BMS at DMU. Finally, the creation of the DMU e-Biology will also provide support to the DMU Student Retention and Attainment Strategy 2016-2020 through the DMU Student Learning Hub, which is currently under development

Diffuse-Charge Dynamics in Electrochemical Systems

The response of a model micro-electrochemical system to a time-dependent applied voltage is analyzed. The article begins with a fresh historical review including electrochemistry, colloidal science, and microfluidics. The model problem consists of a symmetric binary electrolyte between parallel-plate, blocking electrodes which suddenly apply a voltage. Compact Stern layers on the electrodes are also taken into account. The Nernst-Planck-Poisson equations are first linearized and solved by Laplace transforms for small voltages, and numerical solutions are obtained for large voltages. The ``weakly nonlinear'' limit of thin double layers is then analyzed by matched asymptotic expansions in the small parameter $\epsilon = \lambda_D/L$, where $\lambda_D$ is the screening length and $L$ the electrode separation. At leading order, the system initially behaves like an RC circuit with a response time of $\lambda_D L / D$ (not $\lambda_D^2/D$), where $D$ is the ionic diffusivity, but nonlinearity violates this common picture and introduce multiple time scales. The charging process slows down, and neutral-salt adsorption by the diffuse part of the double layer couples to bulk diffusion at the time scale, $L^2/D$. In the ``strongly nonlinear'' regime (controlled by a dimensionless parameter resembling the Dukhin number), this effect produces bulk concentration gradients, and, at very large voltages, transient space charge. The article concludes with an overview of more general situations involving surface conduction, multi-component electrolytes, and Faradaic processes.Comment: 10 figs, 26 pages (double-column), 141 reference

Development of a virtual environment for teaching and learning biomedical techniques and equipment for the study of human pathogens.

An international innovative teaching group from different EU Universities (De Montfort University, Leicester, UK; University of San Pablo CEU, Madrid, Spain; University of Miguel Hernandez, Elche, Spain) and biomedical scientists registered by the Health and Care Professions Council (HCPC, UK) are developing a complete e-learning package in medical parasitology for undergraduate and postgraduate students that study Health Sciences. This package, named DMU e-Parasitology, is accessible through the DMU website (http://parasitology.dmu.ac.uk) and will present different modules including a virtual laboratory module for the study of traditional and novel biomedical laboratory techniques and equipment for detecting, identifying and studying human pathogens, specifically parasites. These techniques could also be potentially used to study other pathogens such as bacteria or viruses. The virtual biomedical laboratory is under development, but is available in the DMU website here: http://parasitology.dmu.ac.uk/learn/laboratory.htm. To develop this new module of the DMU e-Parasitology, we are using Storyline 360 software and the scaffolding and methods used to build the theoretical module (Peña-Fernández et al., 2017) [1]. To facilitate the navigation, study and comprehension of the final user, we have divided the virtual laboratory into a series of sub-sections that include different units; the sub-sections so far are: microscopes (with units such as the electron microscope); molecular biology (e.g. polymerase chain reaction and gel electrophoresis); biological safety cabinets and cell/parasite culture; biochemical and immunological techniques (e.g. magnetic immunoseparation); histology (e.g. microtome) and staining techniques (e.g. Kinyoun staining). The virtual laboratory units are highly interactive and present short videos of academics and/or technicians working in real conditions with the different laboratory equipment such as a thermocycler, a microtome, or a biological safety cabinet, as well as performing a specific technique such as a staining to determine pathogens. Therefore, the user of this virtual environment will receive a complete and “real” experience of the work in a biomedical laboratory. The DMU e-Parasitology package, and specifically its virtual laboratory environment, could help technicians and students across the world to learn how to work in a biomedical laboratory as well as to perform techniques to identify and diagnose human pathogens such as microsporidia or Plasmodium spp. Thus, the virtual resource is supported by a virtual library that includes a real collection of clinical slides that will provide the user with the functionality of a light and/or an immunofluorescence microscope. In conclusion, the virtual laboratory may serve as a high quality and reliable on-line environment for the learning of techniques and equipment. These resources can be used to improve the learning of undergraduate and postgraduate students of human health sciences as well as to develop CPD training. Moreover, the virtual laboratory module may impact in the teaching of laboratory techniques and skills in developing countries due to their limited resources. This communication will explore the design and development of the virtual laboratory environment that will be publicly accessible by the end of 2018

Numerical simulation of skin transport using Parareal

In silico investigation of skin permeation is an important but also computationally demanding problem. To resolve all scales involved in full detail will not only require exascale computing capacities but also suitable parallel algorithms. This article investigates the applicability of the time-parallel Parareal algorithm to a brick and mortar setup, a precursory problem to skin permeation. The C++ library Lib4PrM implementing Parareal is combined with the UG4 simulation framework, which provides the spatial discretization and parallelization. The combination’s performance is studied with respect to convergence and speedup. It is confirmed that anisotropies in the domain and jumps in diffusion coefficients only have a minor impact on Parareal’s convergence. The influence of load imbalances in time due to differences in number of iterations required by the spatial solver as well as spatio-temporal weak scaling is discussed