The Role of Story Cards and the Wall in XP teams: a distributed cognition perspective

Much of the knowledge used within an XP team is tacit, i.e. it is hidden and intangible. Two tangible artefacts that carry information about the team’s work are the index cards which capture stories and tasks to be implemented and the wall where they are displayed (which we refer to as the ‘Wall’). It is widely acknowledged that these are key elements supporting the work of the XP team, but no systematic investigation of their role has been reported to date. In this paper, we focus on the use of these artefacts within one XP team. We use distributed cognition, a framework for analysing collaborative work, to explicate the information flows in, around and within the team that are supported by the index cards and the Wall. We then interrogate the models produced using this analysis to answer ‘what if’ questions

Affective biases and their interaction with other reward-related deficits in rodent models of psychiatric disorders

Major depressive disorder (MDD) is one of the leading global causes of disability. Symptoms of MDD can vary person to person, and current treatments often fail to alleviate the poor quality of life that patients experience. One of the two core diagnostic criteria for MDD is the loss of interest in previously pleasurable activities, which suggests a link between the disease aetiology and reward processing. Cognitive impairments are also common in patients with MDD, and more recently, emotional processing deficits known as affective biases have been recognised as a key feature of the disorder. Studies in animals have found similar affective biases related to reward. In this review we consider these affective biases in the context of other reward-related deficits and examine how affective biases associated with learning and memory may interact with the wider behavioural symptoms seen in MDD. We discuss recent developments in how analogues of affective biases and other aspects of reward processing can be assessed in rodents, as well as how these behaviours are influenced in models of MDD. We subsequently discuss evidence for the neurobiological mechanisms contributing to one or more reward-related deficits in preclinical models of MDD, identified using these behavioural assays. We consider how the relationships between these selective behavioural assays and the neurobiological mechanisms for affective bias and reward processing could be used to identify potential treatment strategies

Information and Design: Book Symposium on Luciano Floridi’s The Logic of Information

Purpose – To review and discuss Luciano Floridi’s 2019 book The Logic of Information: A Theory of Philosophy as Conceptual Design, the latest instalment in his philosophy of information (PI) tetralogy, particularly with respect to its implications for library and information studies (LIS). Design/methodology/approach – Nine scholars with research interests in philosophy and LIS read and responded to the book, raising critical and heuristic questions in the spirit of scholarly dialogue. Floridi responded to these questions. Findings – Floridi’s PI, including this latest publication, is of interest to LIS scholars, and much insight can be gained by exploring this connection. It seems also that LIS has the potential to contribute to PI’s further development in some respects. Research implications – Floridi’s PI work is technical philosophy for which many LIS scholars do not have the training or patience to engage with, yet doing so is rewarding. This suggests a role for translational work between philosophy and LIS. Originality/value – The book symposium format, not yet seen in LIS, provides forum for sustained, multifaceted and generative dialogue around ideas

Experiences of Education, Health and Care plans: A survey of parents and young people

An Education, Health and Care plan (EHC plan) sets out the education, health and care support that is to be provided to a child or young person aged 0-25 years who has Special Educational Needs (SEN) or a disability (SEND). It is drawn up by the local authority after an Education, Health and Care (EHC) needs assessment of the child or young person has determined that an EHC plan is necessary, and after consultation with relevant partner agencies and with children, young people and parents. EHC plans, and the needs assessment process through which these are made, were introduced as part of the Children and Families Act 2014. The Act, and an accompanying SEND Code of Practice1, sets out how local authorities must deliver these, including:• Developing and maintaining these collaboratively with children, young people and parents; • Supporting children, young people and parents to participate fully; • Focusing on securing the best possible outcomes for the child/young person; • Enabling participation by relevant partner agencies, to enable joined-up provision.The SEND accountability framework established in 20152 sets out an approach for assessing SEND provision in conjunction with the Act and SEND Code of Practice. The framework provides structure for improving outcomes and experiences for children, young people and their families and, when applied, seeks to show how the system is performing, hold partners to account and support self-improvement. The framework applies at the local and national levels and to independent assessments of the EHC plan process – such as those carried out by Ofsted. In this context, the Department for Education commissioned a survey of parents and young people with an EHC plan, in order to build a representative national (and, where the data allows, local) picture of how parents and young people in England were experiencing the EHC needs assessment and planning process and the resultant EHC plans. The aim was to assess whether delivery of the EHC needs assessments and planning process and the resultant EHC plans reflected the intentions set out in the Children and Families Act 2014 and the accompanying SEND Code of Practice. The findings would help inform the SEND accountability framework.To achieve these aims the survey sought to answer the following questions: • To what extent do children, young people and families experience the EHC needs assessment and planning process as they are intended to be experienced; • How satisfied are children, young people and families with the EHC needs assessment and planning process and the resultant EHC plan; and • To what extent does this vary by local authority and by groups with different characteristics? The findings presented here and throughout the main report explore parents’ and young people’s responses to the survey questions. The report also explores where experiences of the EHC needs assessment and planning process varied for groups with different characteristics, applying a bivariate analysis approach3. The report only highlights such differences where these are statistically significant4.Department for Educatio

Education, Health and Care plans: A qualitative investigation into service user experiences of the planning process

An Education, Health and Care (EHC) plan sets out the education, health and care support that is to be provided to a child or young person aged 0-25 years who has Special Educational Needs or a Disability (SEND). It is drawn up by the local authority after an EHC needs assessment of the child or young person, in consultation with relevant partner agencies, parents and the child or young person themselves. EHC plans, and the needs assessment process through which they are created, were introduced as part of the Children and Families Act 2014. The Act, and an accompanying SEND Code of Practice, sets out how local authorities must deliver EHC plans. In 2016, a national survey commissioned by the Department for Education (DfE) found variations in how EHC plan recipients experienced the EHC planning process across different local authorities.1 Based on these results, DfE commissioned two further research projects: a multivariate analysis of factors affecting satisfaction with the EHC planning process, and this qualitative investigation of user experiences of the EHC planning process. The qualitative investigation consisted of two distinct exercises: • Twenty-five face-to-face in-depth interviews with parents involved in the 2016 survey, with the aim of better understanding factors that lead to satisfaction and dissatisfaction with the EHC plan process. Thirteen interviews were conducted in local authorities with above average satisfaction, and 12 were conducted in local authority areas with below average satisfaction. • An evaluation of EHC plan quality focussing on plans provided by 18 of the 25 parents interviewed. The evaluation was conducted by a panel of 10 SEND experts with wide experience as SEND policy advisors, strategic leaders in LAs, specialist advisory teachers, officers in SEN statutory services, Special Needs Co-ordinators, teachers in special and mainstream schools and lecturers. There was little evidence of a link between families’ satisfaction with the process of getting the EHC plan and experts’ evaluations of the quality of the plan: this report therefore discusses these two strands of research separately.Department for Educatio

A Psychodynamic-Behaviourist Investigation of Russian Sexual Serial Killer Andrei Chikatilo

This paper looks briefly at the case study of Russian sexual serial killer Andrei Chikatilo. Whilst serial homicide has received wide ranging attention more broadly in the literature, Chikatilo’s criminality and sexually deviant behaviour have thus far lacked any in-depth psychological explanation, with his crimes attributed tentatively to dysfunction upbringing and innate deviance. However, based on theoretical arguments presented in the present investigation, a more detailed account of what may have contributed to the development of such extreme sexual violence and cognitive distortions is discussed. Consideration of psychodynamic and behaviourist perspectives lead to the conclusion that a complex interaction of biological, psychological, and sociological factors may account for the onset and continuation of his homicidal behaviour

The IPD-IMGT/HLA Database

It is 24 years since the IPD-IMGT/HLA Database, http://www.ebi.ac.uk/ipd/imgt/hla/, was first released, providing the HLA community with a searchable repository of highly curated HLA sequences. The database now contains over 35 000 alleles of the human Major Histocompatibility Complex (MHC) named by the WHO Nomenclature Committee for Factors of the HLA System. This complex contains the most polymorphic genes in the human genome and is now considered hyperpolymorphic. The IPD-IMGT/HLA Database provides a stable and user-friendly repository for this information. Uptake of Next Generation Sequencing technology in recent years has driven an increase in the number of alleles and the length of sequences submitted. As the size of the database has grown the traditional methods of accessing and presenting this data have been challenged, in response, we have developed a suite of tools providing an enhanced user experience to our traditional web-based users while creating new programmatic access for our bioinformatics user base. This suite of tools is powered by the IPD-API, an Application Programming Interface (API), providing scalable and flexible access to the database. The IPD-API provides a stable platform for our future development allowing us to meet the future challenges of the HLA field and needs of the community