Virtual Libraries as virtual learning spaces: the experiences of the LASSIE project

This paper reports on outcomes from a nine month project which explored possible uses of social software to support distance learners in their use of libraries. The paper highlights key issues arising from the literature review with more in depth discussion of five case study reports which aimed to explore practical uses of social software tools in library contexts. The researchers used social bookmarking tools to provide lists of resources and to encourage students to share web based resources with others. They also used blogs in a variety of ways and explored the social networking site Facebook. A podcast was used to develop students’ information literacy skills and feedback demonstrated its potential uses. Outcomes from theproject show that uses for social software in libraries are still in their infancy and also suggest a continuing need to embed information literacy skills in course programmes which will require building relationships with academic teaching colleagues

Transcriptome profiling reveals expression signatures of cranial neural crest cells arising from different axial levels

Background: Cranial neural crest cells (NCCs) are a unique embryonic cell type which give rise to a diverse array of derivatives extending from neurons and glia through to bone and cartilage. Depending on their point of origin along the antero-posterior axis cranial NCCs are rapidly sorted into distinct migratory streams that give rise to axial specific structures. These migratory streams mirror the underlying segmentation of the brain with NCCs exiting the diencephalon and midbrain following distinct paths compared to those exiting the hindbrain rhombomeres (r). The genetic landscape of cranial NCCs arising at different axial levels remains unknown. Results: Here we have used RNA sequencing to uncover the transcriptional profiles of mouse cranial NCCs arising at different axial levels. Whole transcriptome analysis identified over 120 transcripts differentially expressed between NCCs arising anterior to r3 (referred to as r1-r2 migratory stream for simplicity) and the r4 migratory stream. Eight of the genes differentially expressed between these populations were validated by RT-PCR with 2 being further validated by in situ hybridisation. We also explored the expression of the Neuropilins (Nrp1 and Nrp2) and their co-receptors and show that the A-type Plexins are differentially expressed in different cranial NCC streams. Conclusions: Our analyses identify a large number of genes differentially regulated between cranial NCCs arising at different axial levels. This data provides a comprehensive description of the genetic landscape driving diversity of distinct cranial NCC streams and provides novel insight into the regulatory networks controlling the formation of specific skeletal elements and the mechanisms promoting migration along different paths.Rachael Lumb, Sam Buckberry, Genevieve Secker, David Lawrence and Quenten Schwar

DC-conductivity of a suspension of insulating particles with internal rotation

We analyse the consequences of Quincke rotation on the conductivity of a suspension. Quincke rotation refers to the spontaneous rotation of insulating particles dispersed in a slightly conducting liquid and subject to a high DC electric field: above a critical field, each particle rotates continuously around itself with an axis pointing in any direction perpendicular to the DC field. When the suspension is subject to an electric field lower than the threshold one, the presence of insulating particles in the host liquid decreases the bulk conductivity since the particles form obstacles to ion migration. But for electric fields higher than the critical one, the particles rotate and facilitate ion migration: the effective conductivity of the suspension is increased. We provide a theoretical analysis of the impact of Quincke rotation on the apparent conductivity of a suspension and we present experimental results obtained with a suspension of PMMA particles dispersed in weakly conducting liquids

From face-to-face to remote learning: what can we learn from student experiences of pre-recorded lectures in the pandemic?

This paper reports on research at a UK university exploring the experiences of students studying International Politics during 2020-2021 when all teaching took place online due to COVID-19. Learning online accentuates the importance of issues such as student digital literacies and self-regulation to cope with a large amount of information from multiple sources [1]. Therefore, we were keen to explore understand how students engaged with online resources in the context of the pandemic. We conducted eight focus groups with students and a survey which was completed by approximately 80 students. The majority of survey respondents were undergraduates. In total 30 students - a mix of post and undergraduates - participated in focus groups. We also drew upon findings from a survey completed by over 500 students that focused on their ‘digital experiences’ during COVID. We explored students’ experience of asynchronous learning activities with a specific focus on pre-recorded lectures and their role in promoting deep learning in an online education context. Pre-recorded lectures were created by the lecturers to help provide a more engaging learning experience, but also created as part of an inclusive approach to online learning. Previous studies have taken a similar approach. Murray et al [2] found that student interaction with asynchronous learning resources is tied directly to their perceptions of what resources will be helpful in completing assessments. Our students commented on the flexibility and autonomy that pre-recorded lectures offered, cutting down on their commute time, being able to access and review at any time and review at their own pace. Over half of the survey respondents indicated that pre-recorded lectures were the most useful resources for their learning. Some even mentioned that they preferred them to face-to-face lectures. The most common reasons for this are: Time to make notes; Ability to review content at their own pace. Added value for those with specific learning needs, in addition to the transcript; Useful for assessment: to prepare for essays or exams; Flexibility: can be reviewed in their own time, especially for those with other commitments such as a job. For these reasons asynchronous content was seen as more inclusive, as long as those with hearing impairments were catered for, for example, with transcripts or captions. We also considered these findings in light of a new lecture recording policy launched in 2021 and we considered whether the pandemic might be an opportunity to change teaching for the better. For example, pre-recorded lectures free up face-to-face time for more small group teaching activities. We discuss the findings in the context of a commuter university, in which many students are travelling to classes from their family home. This paper will also explore the challenges and opportunities presented by pre-recorded lectures and lessons learnt from learning online during the pandemic

Research in and application of modern automatic control theory to nuclear rocket dynamics and control, volume I Semiannual status report

Linear optimal feedback control theory for nuclear rocket dynamics and control problem

Learning Online with International Politics

The project reported on students' experiences of online learning during the Covid-19 pandemic. It identified several areas that impact upon students' active engagement with online learning resources and asynchronous learning activities. We made a number of recommendations for staff teaching online including: the need for clarity when setting up and explaining learning activities to students; the importance of referring to any asynchronous tasks in live teaching sessions and providing feedback ; the importance of building a sense of community in teaching, by creating icebreaker and informal learning opportunities for students to get to know their peers and tutors; the benefits of quizzes or polls in live teaching to test students’ understanding of key concepts; to introduce more authentic online learning based on scenarios and examples, problem- based learning alongside more innovative approaches drawing on playful learning

The r'-band luminosity function of Abell1367: a comparison with Coma

We made a large (approximately 1degr x 1degr) r'-band imaging survey of the central regions of the two nearby clusters of galaxies, Abell1367 and Coma. The data, presented as a catalog, are used to construct the r'-band luminosity function (LF) of galaxies in these two clusters, by subtracting the Yasuda et al. (2001) galaxy counts from our cluster counts. Our Coma luminosity function is consistent with previous determinations, i.e. providing a faint end slope alpha = -1.47_-0.09^+0.08, significantly steeper than the one we find for Abell1367 (alpha = -1.07_-0.16^+0.20). The counts in Abell1367 show a relative minimum at r' ~ 19, followed by a steep increase faintward. The difference between the two clusters appears significant, given the consistency of the experimental conditions in the two clusters. Whereas for Coma we find a significant increase of the slope of the LF outwards, no such effect is found for Abell1367.Comment: 12 pages, 8 figures, accepted for publication in A&