On-line Repositories for Learning and Teaching: Putting People First.

This short paper outlines the development of a new style of online repository carried out at the University of Worcester in collaboration with the University of Southampton. The work was part funded by JISC and the initial development took place during 2009 - 2010. The new approach is one in which the needs of the user, and the whole orientation of the user interface is user-centred, rather than resource-centred, in the spirit of Web 2.0. The accompanying powerpoint was presented to the EUNIS conference in June 2010 by Viv Bell on behalf of both authors

Another 'futile quest'? A simulation study of Yang and Land's Hierarchical Age-Period-Cohort model

Background: Whilst some argue that a solution to the age-period-cohort (APC) 'identification problem' is impossible, numerous methodological solutions have been proposed, including Yang and Land's Hierarchical-APC (HAPC) model: a multilevel model considering periods and cohorts as cross-classified contexts in which individuals exist. Objective: To assess the assumptions made by the HAPC model, and the situations in which it does and does not work. Methods: Simulation study. Simulation scenarios assess the effect of (a) cohort trends in the Data Generating Process (DGP) (compared to only random variation), and (b) grouping cohorts (in both DGP and fitted model). Results: The model only works if either (a) we can assume that there are no linear (or non-linear) trends in periods or cohorts, (b) we control any cohort trend in the model's fixed part and assume there is no period trend, or (c) we group cohorts in such a way that they exactly match the groupings in the (unknown) DGP. Otherwise, the model can arbitrarily reapportion APC effects, radically impacting interpretation. Conclusions: Since the purpose of APC analysis is often to ascertain the presence of period and/or cohort trends, and since we rarely have solid (if any) theory regarding cohort groupings, there are few circumstances in which this model achieves what Yang and Land claim it can. The results bring into question findings of several published studies using the HAPC model. However, the structure of the model remains a conceptual advance that is useful when we can assume the DGP has no period trends

Wider Horizons: a regional portal for lifelong learning

The paper describes the development of a major new regional online service. Our project is creating an online educational environment open to students and members of the public to provide them with services and information they need to progress from one form of education to another within the local region. The project is being carried out at the University of Worcester in collaboration with the Hereford and Worcester Lifelong Learning Network, one of a series of networks set up across the UK. We hope that the outcome of our project will lead to setting up of similar systems in other regions, and indeed, in other parts of Europe

E-Learning in Europe: Moving Forward

Based on the work of the EUNIS E-learning Task Force, this paper reports on and explores the way e-learning is developing across the European community. Information was gained from a survey of EUNIS members, and includes contributions from the E-Learning Task Force groups who investigated a range of topics. The paper outlines common issues and typical development projects underway in Europe. For example, a major theme reported by EUNIS member universities is the change from “choosing” to “using” e-learning platforms. The paper also reports on future activities and progress of the E-Learning Task Force

Directly Observed Procedural Skills – What do the Assessors Think?

Directly observed procedural skills (DOPS) assessments are widely used in clinical education for the assessment of competency in real-life situations. There is a growing body of evidence supporting their use in medical education and some evidence to suggest that DOPS can have a positive educational impact and provide valuable opportunities for feedback within veterinary education settings (Cobb et al 2013). DOPS assessments have been used in the Veterinary Programme for the past 5 years. The aim of this evaluation study was to establish whether the DOPS assessment is achieving the outcomes we had anticipated when it was implemented (i.e. valid and reliable assessment of clinical competency, feasibility in the clinical environment, improve feedback provided to students). Each assessor (participant) was reviewed by a peer (or by self-reflection) once during the study period (3 months). Participants completed a short written survey commenting on assessors’ performance as well as a section to rate and comment on the perceived validity of the DOPS as a form of assessment. 40 DOPS assessors participated in the study. Over 90% of participants agreed that they would recommend DOPS for use in another Veterinary School, however, several concerns were raised about the educational impact of DOPS and their ability to identify poorly performing students. The process of the DOPS audit itself has started an important discussion among assessors about what constitutes a 'competent' performance. Take home message: We recommend building a peer review process into DOPS assessment and new assessor training to improve the validity of assessment

Current practice in the modelling of Age, Period and Cohort effects with panel data: a commentary

This comment assesses how age, period and cohort (APC) effects are modelled with panel data in the social sciences. It considers variations on a 2-level multilevel model which has been used to show apparent evidence for simultaneous APC effects. We show that such an interpretation is often misleading, and that the formulation and interpretation of these models requires a better understanding of APC effects and the exact collinearity present between them. This interpretation must draw on theory to justify the claims that are made. By comparing two papers which over-interpret such a model, and another that in our view interprets it appropriately, we outline best practice for researchers aiming to use panel datasets to find APC effects, with an understanding that it is impossible for any statistical model to find and separate all three effects

Sceloporus occidentalis

Number of Pages: 17Integrative BiologyGeological Science

Spinal neurons that contain gastrin-releasing peptide seldom express Fos or phosphorylate extracellular signal-regulated kinases in response to intradermal chloroquine

Background: Gastrin-releasing peptide (GRP) is thought to play a role in the itch evoked by intradermal injection of chloroquine. Although some early studies suggested that GRP was expressed in pruriceptive primary afferents, it is now thought that GRP in the spinal cord is derived mainly from a population of excitatory interneurons in lamina II, and it has been suggested that these are involved in the itch pathway. To test this hypothesis, we used the transcription factor Fos and phosphorylation of extracellular signal-regulated kinases (ERK) to look for evidence that interneurons expressing GRP were activated following intradermal injection of chloroquine into the calf, in mice that express enhanced green fluorescent protein (EGFP) in these cells. Results: Injection of chloroquine resulted in numerous Fos- or phospho-ERK (pERK) positive cells in the somatotopically appropriate part of the superficial dorsal horn. The proportion of all neurons in this region that showed Fos or pERK was 18% and 21%, respectively. However, among the GRP–EGFP, only 7% were Fos-positive and 3% were pERK-positive. As such, GRP–EGFP cells were significantly less likely than other neurons to express Fos or to phosphorylate ERK. Conclusions: Both expression of Fos and phosphorylation of ERK can be used to identify dorsal horn neurons activated by chloroquine injection. However, these results do not support the hypothesis that interneurons expressing GRP are critical components in the itch pathway