Documentary video dissertation in American Studies

The production of documentary videos has been an innovative and dynamic feature of course delivery in the Department of American and Canadian Studies. The Department is now building on this experience to introduce an audio-visual documentary dissertation as an option for Single Honours students. The project examines - Design of a WebCT course and further training elements to support students in the making of the documentary video dissertation. They will also develop a training programme in documentary video production, including camerawork, storyboarding and editing techniques - Creation of a WebCT course to support training and documentary dissertation, and a linked website to chart progres

A Unified Dissertation on Bearing Rigidity Theory

This work focuses on the bearing rigidity theory, namely the branch of knowledge investigating the structural properties necessary for multi-element systems to preserve the inter-units bearings when exposed to deformations. The original contributions are twofold. The first one consists in the definition of a general framework for the statement of the principal definitions and results that are then particularized by evaluating the most studied metric spaces, providing a complete overview of the existing literature about the bearing rigidity theory. The second one rests on the determination of a necessary and sufficient condition guaranteeing the rigidity properties of a given multi-element system, independently of its metric space

Dissertation: issues in guidance, supervision and assessment

This guide explores some key issues concerning the supervision and assessment of dissertations. It explores the definition of a ‘dissertation’ in this context, preparing students to undertake dissertation work, the supervision process itself and the preparation of supervisors. Finally, it explores some issues around the marking criteria and the assessment process. It argues primarily for clear guidance for both students and staff, particularly in relation to criteria for assessment, and for much closer attention to the interpretation of those criteria by assessors

Cognitive appraisal of dissertation stress among undergraduate students

The present study examined changes in primary and secondary appraisal, and coping strategies utilized in the final weeks leading to dissertation submission. Sixty volunteer Sports Studies dissertation students (male: n = 29; female: n = 31) completed an adapted Cognitive Appraisal of Health Scale (CAHS: Kessler, 1998), and Brief COPE (Carver, Scheier, & Weintraub, 1989) on 4 occasions over the 6 weeks before dissertation submission. Repeated measures multivariate analysis of variance indicated a significant main effect for gender, with no main effect for changes over time and no significant interaction effect. Results demonstrated that males perceived the dissertation to be significantly more threatening and iess challenging than females. With regard to coping, males used more active coping, positive reframing, planning, and acceptance of the stressor, with lower scores for self-blame, venting of emotions, and behavioral disengagement. The results suggest that, for this student population, the dissertation did not become increasingly stressful in the period before submission. Clear relationships were also evidenced between primary appraisal, secondary appraisal, and coping. Future research should seek to identify factors that moderate the influence of situational stressors on coping responses among undergraduate students

Neural Mechanisms of Selective Auditory Attention in Rats (Dissertation)

How does attention modulate sensory representations? In order to probe the underlying neural mechanisms, we established a simple rodent model of modality-specific attention. Rats were trained to perform distinct auditory two-tone discrimination and olfactory odor discrimination in a two alternative choice (2AC) paradigm. 
To determine auditory cortex’s role in this frequency discrimination task, we used GABA-A receptor agonist muscimol to transiently and reversibly inactivate auditory cortexes bilaterally in rats performing simple interleaved auditory and olfactory discrimination. With olfactory discrimination performance serving as internal control for motivation and decision making capability, we found only auditory two-tone discrimination was selectively impaired in these rats. This shows the auditory cortex is involved in this two-tone discrimination task.
To investigate the neural correlate of modality-specific attention in the auditory cortex, we trained rats to perform interleaved auditory and olfactory blocks (of 50~70 trials each) in a single session. In auditory blocks, pure tones were either presented with or without a neutral odor (caproic acid, n=2 and 3 respectively), and subjects were rewarded for discriminating auditory stimuli. In olfactory blocks, both task odors and pure tones were presented simultaneously, and subjects were rewarded for discriminating olfactory stimuli. We recorded neural responses in primary auditory cortex (area A1) in freely moving rats while subjects performed this behavior. Single unit responses to tones were heterogeneous, and included transient, sustained, and suppressed. We found 205 of 802 units recorded responsive to the stimuli we used. Of these 205 units, 18.5% showed modality-specific attentional modulation of the anticipatory activity before tone onset. In addition, we also observed in smaller proportion of units (11.2%) modality-specific attentional modulation of the tone-evoked responses; in most cases, the responses to a particular auditory stimulus was enhanced in the auditory block (or, equivalently, suppressed in the olfactory block). Attention increased choice probability of the population in the auditory block. We have also observed significant behavior choice probability in small proportions of units. 
Our results suggest that shifting attention between audition to olfaction tasks can modulate the activity of single neurons in primary auditory cortex

Improving quality and consistency of dissertation assessment

During the last decade, there has been increasing calls for Higher Education to improve standards, increase the quality of assessment, and for greater accountability of lecturers. It is recognised that consistency in assessment is even more important where assessment is through one large piece of work, such as a dissertation, and where the assessment outcome will have a significant impact on the final grade of students. In this context, this paper outlines the initial literature findings and results of an exercise associated with mechanism used in assessing undergraduate dissertations. This project aims to identify good practices for dissertation assessment, in an attempt to improve the quality and consistency of assessment. Several initiatives were undertaken to improve the quality and consistency of existing dissertation programme drawing from the outcomes of the study