The protein antigens secreted in vivo by adult male Schistosoma mansoni

Adult schistosomes can be transferred surgically from donor C57BL/6 mice to the portal veins of naive recipients with complete success. This procedure bypasses larval development and the antibody response of the host is directed against, and can be used to identify, those antigens released only by viable, mature parasites. Serum collected from the recipient mice (WTS) was used in Western blotting studies to probe fractionated parasite protein. Twelve immunodominant proteins were identified, ranging in molecular weight from 14 to 208 kDa. The magnitude of the IgG response against each antigen could be divided into 2 categories, on the basis of optical densitometry of the blots. In addition, defined parasite fractions were probed with WTS by Western blotting, in order to determine the relative abundance and distribution of each antigen in schistosome tissue. To confirm and expand on these initial observations, oligospecific polyclonal antibody for each immunogen was affinity purified from Western blots; it was then used in immunocytochemistry to identify the sources of secretion for 8 of the 12 antigens, at the cellular level. From the results, it appeared that after the transfer of adult worms, the first antibodies detected were mostly directed against the gastrodermis. At later times additional reactivity was expressed against the tegumental membrane. These differences probably reflect the relative abundances of the gut and tegumental secretory products

The electoral effectiveness of constituency campaigning in the 2010 British General Election: The ‘triumph’ of Labour?

This is the post-print version of the final paper published in Electoral Studies. The published article is available from the link below. Changes resulting from the publishing process, such as peer review, editing, corrections, structural formatting, and other quality control mechanisms may not be reflected in this document. Changes may have been made to this work since it was submitted for publication. Copyright @ 2011 Elsevier B.V.This article establishes a model of likely campaign effectiveness, before examining the intensity of constituency campaigning at the 2010 general election in Britain and its subsequent impact on electoral outcomes, using both aggregate and individual level data. It shows that constituency campaigning yielded benefits in varying degrees for all three main parties and that Labour’s constituency campaign efforts were effective despite the electoral context, and ultimately affected the overall outcome of the election. These findings have significant implications for our understanding of the circumstances under which campaigns are likely to be more or less effective, and provide further evidence that a carefully managed campaign stands the most chance of delivering tangible electoral payoffs

Blended Feedback: Delivery of feedback as digital audio on a computer programming unit

Traditionally students are taught in a classroom, lecture theatre, or laboratory, by staff. They are encouraged to question, discuss, and participate in learning activities maximizing learning potential and to engage in dialogue as a means of monitoring understanding. Staff use a variety of technological aids to assist in the learning process and thus provide a blended learning approach (meanwhile offering a diverse student body greater opportunity to engage). However, feedback on assessments is still largely delivered as the written word even though academics and students believe that assessment provides notification of the quality of work. Students are thus treated as distance learners with no requirement to acknowledge receipt or understanding. They are given comments, which they are expected to interpret and action independently. Student engagement on a programming unit was previously improved by setting many small assignments throughout the academic year. Student attitudes towards this assessment style were positive as they began to realise the benefits of regular practice over time. However staff became aware that they were writing the same comments on work for the same students week after week, and students were not engaging with feedback. Hence this work begins to explore the use of audio feedback alongside the traditional written word to understand how blended feedback could assist in the comprehension of programming code to novice programmers. A pilot study is conducted as a first step with mixed results. Audio feedback was popular with students and 80% would prefer audio feedback in future although 60% felt that it would not improve their future learning

Computing as the 4th “R”: a general education approach to computing education

Computing and computation are increasingly pervading our lives, careers, and societies - a change driving interest in computing education at the secondary level. But what should define a "general education" computing course at this level? That is, what would you want every person to know, assuming they never take another computing course? We identify possible outcomes for such a course through the experience of designing and implementing a general education university course utilizing best-practice pedagogies. Though we nominally taught programming, the design of the course led students to report gaining core, transferable skills and the confidence to employ them in their future. We discuss how various aspects of the course likely contributed to these gains. Finally, we encourage the community to embrace the challenge of teaching general education computing in contrast to and in conjunction with existing curricula designed primarily to interest students in the field

Understanding Legislator Experiences of Family-Friendly Working Practices in Political Institutions

This is a post-peer-review, pre-copy edit version of an article published in Politics and Gender. © 2015, Cambridge University Press

Members are not the only fruit: Volunteer activity in British political parties at the 2010 general election

This is the accepted version of the following article: Fisher, J., Fieldhouse, E. and Cutts, D. (2014), Members Are Not the Only Fruit: Volunteer Activity in British Political Parties at the 2010 General Election. The British Journal of Politics & International Relations, 16: 75–95, which has been published in final form at http://onlinelibrary.wiley.com/doi/10.1111/1467-856X.12011/abstract.Existing research on volunteer activity in political parties has tended to focus on party membership, both in terms of numbers and activities undertaken. Recent developments in British political parties suggest however, an increasing role for party supporters—supporters of parties who are not formal members. Using data collected through surveys of election agents at the 2010 general election, this article examines the extent of supporter activity in constituency (district-level) campaigns, the extent to which active local parties stimulate supporter activity, the correlates of supporter and member activity, and whether supporter activity makes a positive and independent contribution to parties’ constituency campaigns. The article provides an important opportunity to question whether the evolution of party organisations suggests that formal members may be less important than has been previously assumed in the conduct of election campaigns and the extent to which supporter activity complements that of members.Economic and Social Research Counci

Assessing the Unseen: Roles of Confidentiality and Trust in Software Engineering Work-based Learning Programmes [Poster]

A typical academic degree focused on software engineering has little practical relationship with the industry it is named for, other than the occasional placement or internship. Unlike other professions such as medicine, dentistry and veterinary sciences, candidates do not need to participate in significant professional practice to earn their degree. Indeed, if we consider a traditional academic software engineering student they probably have far more experience constructing shiny new ‘green-field’ systems, than maintaining the old ‘brown-field’ systems found in industry, and generating most professional work. Consequently, there is growing enthusiasm for work-based learning programmes that provide an opportunity for candidates to cement abstract academic theory in concrete personal experience. Work-based learning software engineering students earn their degree by combining theory with actual practice in a professional environment. Nevertheless, the intangible outcomes for much of software engineering has led to an industry obsessed with confidentiality, driven by concerns of employees smuggling source code to competitors or regulators. This obsession potentially presents a barrier to work-based learning schemes as employers prevent outsiders, even close higher education partners, from observing the systems and the source code that learners are working on. Learners may have the opportunity for concrete personal experience, but educators are barred from observing any such experience. However, confidentiality agreements may not necessarily present barriers to assessment, but instead provide an opportunity to assess comprehension and transferable skills by requiring abstract descriptions and reports. This is the converse to the problem in some programming courses, where students submit code without demonstrating that they understand it and can discuss it in terms of the concepts taught. In this talk and accompanying poster we explore some models for software engineering work-based learning programmes that have the potential to maintain confidentiality while assessing learners’ comprehension and ability. We invite discussion and criticism from conference attendees of the presented models, and are interested in potential partners for future collaboration