Strain-induced structural instability in FeRh

We perform density functional calculations to investigate the structure of the inter-metallic alloy FeRh under epitaxial strain. Bulk FeRh exhibits a metamagnetic transition from a low-temperature antiferromagnetic (AFM) phase to a ferromagnetic (FM) phase at 350K, and its strain dependence is of interest for tuning the transition temperature to the room-temperature operating conditions of typical memory devices. We find an unusually strong dependence of the structural energetics on the choice of exchange-correlation functional, with the usual local density approximation (LDA) yielding the wrong ground-state structure, and generalized gradient (GGA) extensions being in better agreement with the bulk experimental structure. Using the GGA we show the existence of a metastable face-centered-cubic (fcc)-like AFM structure that is reached from the ground state body-centered-cubic (bcc) AFM structure by following the epitaxial Bain path. We predict that this metastable fcc-like structure has a significantly higher conductivity than the bcc AFM phase. We show that the behavior is well described using non-linear elasticity theory, which captures the softening and eventual sign change of the orthorhombic shear modulus under compressive strain, consistent with this structural instability. Finally, we predict the existence of an additional unit-cell-doubling lattice instability, which should be observable at low temperature.Comment: 10 pages, 7 figure

An Evaluation of Formative Audio Feedback Within Part Time Professional Development Programmes in DIT.

Evidence from the literature indicates that learners often view feedback in terms of assessment only, even though it can play an important role in improving engagement and consolidating and enriching learning. It is well accepted that the feedback strategy used should be appropriate to the purpose and context of the work, but in order for feedback to be truly helpful, it needs to be goal-referenced, tangible, transparent, actionable, user-friendly (specific and personalized), timely, ongoing and consistent. Technology can also play a useful supporting role in achieving this. This paper explores the impact of formative audio feedback across part time programmes in the Learning and Technology Centre (LTTC) in DIT. Anticipated benefits were that the audio mode would enable provision of more detailed and clearer feedback as well as the opportunity to use tone of voice to help convey meaning and add a more personal element to engage learners more effectively

Technology Infusion Within Part-Time Professional Development Programmes for Academic Staff and Industry Practitioners

This paper reports on the experiences of programme co-ordinators and includes findings from a two year (2013-15) evaluation pilot study on a key communication technology – audio feedback – conducted across three accredited part-time programmes for a blend of academic staff (faculty) in higher education and eLearning industry practitioners. Key to our decision making with regards to which tools to infuse in our programmes is our aim to help the educators who participate on our programmes to make better use of technology tools in their own instructional contexts. This paper focuses on the example of formative audio feedback. Anticipated benefits were that the audio mode would provide clearer feedback, and that tone of voice would help convey meaning, adding a personal element to engage learners more effectively. Participant responses to end-of-module survey questions on their experience of audio feedback and their thoughts on implementing audio feedback in their own practice are presented and discussed. The perspectives of the tutors involved are considered, and we share practical details of how audio feedback can be constructed and distributed to students. The initial study has demonstrated the potential of formative audio feedback to engage learners more effectively in developing and improving on their work

Evaluating how engaging in Professional Development impacts on Assessment Practice: A Proposed Framework.

In the higher education context, the concept and implementation of measuring impact on practice of participation on academic professional development programmes has not been fully explored. More specifically, there is a lack of consideration for how assessment practices in particular have been impacted by engagement on such programmes. Generally, measuring impact is key for understanding how best to provide a coherent student experience, and academic developers are often drawn upon to support programme teams in this activity. This chapter provides guidance and direction to both academics teaching in higher education and academic developers charged with their support by discussing the key issues around how participation on professional development (PD) programmes and initiatives can impact (individual) assessment practice. This work builds on a previous in-house study (McAvinia, Donnelly, Hanratty & Harvey, 2015) and a large scale UK Higher Education Academy (HEA) review by Parsons Hill, Holland and Willis (2012). The former examined the extent to which we can assess whether accredited professional development programmes for academics have improved teaching and students’ learning in higher education. The latter explored the strengths and merits of the available evidence of impact assessment, opportunities for improvement of impact evidence of teaching development programmes, and practical challenges evident from impact assessment and evaluation. A more recent HEA study was conducted by the University of Plymouth (Kneale, 2015) with an aim to bring the discussion forward from this point by creating state of the art knowledge and understanding relating to how the impact of CPD schemes on the student learning experience can be measured. Within Australian higher education, there is further notable review work by Chalmers, Stoney, Goody, Goerke, and Gardiner (2013) and Chalmers and Gardiner (2015), which includes the development of an evaluation tool; both argue that the extent and longevity of the impact of teacher development programmes on the culture of the discipline and the institutions are less well researched and evidenced. Taken together these previous studies have identified issues with how impact is measured, with respect to content and methodology

Open Practices in Academic Professional Development Programmes

In this reflective practice work, we will examine critically the process of evaluating and redesigning academic professional development programmes through the lens of open educational practices and resources. For over 15 years, the DIT’s Learning Teaching and Technology Centre (LTTC) has offered a suite of accredited postgraduate programmes and modules for staff. Demand for these programmes and modules has increased since 2013 with 187 participants graduating and a further 221 completing modules for continuing professional development (CPD). DIT was the first higher education institution (HEI) in Ireland to state a requirement that newly appointed lecturers complete a postgraduate qualification in teaching and learning. During 2018, formal evaluation and review of these programmes has taken place, and we are now redesigning and revalidating our offerings. The evaluation and redesign process has followed a formal methodology inclusive of a desk study, data collection with graduates and other stakeholders, an institutional quality assurance review and ongoing reflection by the team

Six Year Outcomes of Suicidal Adolescents: The Role of Sexual Abuse.

Sexual abuse has far reaching consequences and can place an individual at increased risk for mental health disorders, functional and social impairment, and suicide-related behavior, although the mechanisms by which its effects are sustained are not clear. The purpose of this study was to assess the relationship between sexual abuse and suicide-related behaviors, psychopathology, social functioning, and quality of life among young adults who were psychiatrically hospitalized for severe suicidal ideation or a suicide attempt approximately 6 years previously. Study participants were 96 young adults (21-24 years) who were originally participants in an NIMH-funded study, the Youth-Nominated Support Team-II, lead by Cheryl King, Ph.D. Follow-up interviews revealed high levels of current depression, suicidal ideation, a high number of suicide attempts, difficulties with social adjustment and quality of life, and high levels of service utilization across the entire sample. Approximately one-third of the sample had a history of sexual abuse (either at baseline or during the 6 year follow-up period). Participants with sexual abuse histories had significantly higher levels of depression (both at baseline and at follow-up), higher levels of baseline functional impairment, and were more likely to have made a first time suicide attempt during the follow-up period, than those without sexual abuse histories. There were, however, a significant number of sexually abused participants who demonstrated resilient outcomes, an important area for further investigation which may improve intervention development.Ph.D.PsychologyUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/78820/1/romara_1.pd

The synthesis and biological evaluation of lanostane and cholestane-type natural products

The main objective of this thesis is to outline the synthetic chemistry involved in the preparation of a range of novel lanostane and cholestane derivatives, and subsequent investigation into their biological activity in cancer cells. The biological results obtained throughout the project have driven the strategic synthesis of new compounds, in an effort to optimise the anti cancer potential of lanostane and cholestane derivatives. The first chapter begins with an overview of steroidal compounds and details a literature review of the natural sources of these moieties, as well as their biosynthesis and reported synthetic derivatives. The biological activity of interesting natural and synthetic analogues is also discussed. In addition, an insight into some currently prescribed pharmaceutical compounds, with functional groups relevant to this project, is presented. The second chapter discusses the methods employed for the synthesis of these novel lanostane and cholestane derivatives, and comprises three main sections. Firstly, various oxidation products of lanosterol are synthesised, mainly via epoxidations of the C-8,9 and C- 24,25 alkenes, and also allylic oxidations at these positions. Secondly, amine derivatives of lanosterol are formed by cleaving the lanostane side chain, thereby yielding a new cholestane nucleus, and performing several reductive aminations on the resulting key aldehyde intermediates. Various amines such as piperidine, morpholine, diethylamine and aniline are employed in the reductive amination reactions to yield novel cholestane steroids with amine side chains. Finally, starting from stigmasterol and proceeding with the same methodology of cleaving the steroidal side chain and subsequently performing reductive aminations, novel cholestane derivatives of the biologically active amines are synthesised. The cytotoxicity of these compounds against CaCo-2 and U937 cell lines is presented in terms of percentage viability of cells, IC50 value and apoptosis. The MTT assay is used to determine the percentage viability of cells, and the IC50 data is generated from the MTT results. Apoptosis is measured in terms of fold increase relative to a carrier control. In summary, the compounds formed are discussed in terms of chemical synthesis, spectroscopic interpretation and biological activity. The main reaction pathways involved in the chemistry within this project are various oxidations and reductive amination. The final chapter is a detailed account of the full experimental procedures for the compounds synthesised during this work, including characterisation using spectroscopic and analytical data

Building Scaffolds for Tubular Tissue Engineering.

Hollow organs and tissue systems drive various functions in the body. Many of these hollow or tubular systems, such as vasculature, the intestines, and the trachea, are common targets for tissue engineering, given their relevance to numerous diseases and body functions. As the field of tissue engineering has developed, numerous benchtop models have been produced as platforms for basic science and drug testing. Production of tubular scaffolds for different tissue engineering applications possesses many commonalities, such as the necessity for producing an intact tubular opening and for formation of semi-permeable epithelia or endothelia. As such, the field has converged on a series of manufacturing techniques for producing these structures. In this review, we discuss some of the most common tissue engineered applications within the context of tubular tissues and the methods by which these structures can be produced. We provide an overview of the general structure and anatomy for these tissue systems along with a series of general design criteria for tubular tissue engineering. We categorize methods for manufacturing tubular scaffolds as follows: casting, electrospinning, rolling, 3D printing, and decellularization. We discuss state-of-the-art models within the context of vascular, intestinal, and tracheal tissue engineering. Finally, we conclude with a discussion of the future for these fields

Does accredited professional development for academics improve teaching and learning in Higher Education?

This Chapter examines the extent to which we can assess whether accredited professional development programmes for academics have improved teaching – and students’ learning – in higher education. A review of the literature will be presented, along with new research undertaken in our home institution. The authors are part of a team delivering accredited programmes in teaching at tertiary level, and have collaborated to examine the impact of their work and that of the team over more than ten years in this area. Our findings from both the literature and our most recent research within our own institution indicate a range of benefits for higher education in providing and supporting accredited programmes for educators. However, we have also identified methodological issues in measuring these benefits and impact overall. The Chapter will discuss this work and connect it with the broader themes of this book. We emphasise the importance of effective teaching in the midst of the many complex changes influencing higher education at this time

Advances in mesenchymal stem cell-mediated gene therapy for cancer

Mesenchymal stem cells have a natural tropism for tumours and their metastases, and are also considered immunoprivileged. This remarkable combination of properties has formed the basis for many studies investigating their potential as tumour-specific delivery vehicles for suicide genes, oncolytic viruses and secreted therapeutic proteins. The aim of the present review is to discuss the range of approaches that have been used to exploit the tumour-homing capacity of mesenchymal stem cells for gene delivery, and to highlight advances required to realize the full potential of this promising approach