Research@THEA (Technological Higher Education Association)
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The impact of sporting role model's on female youth sport participation
Get PDFA systematic literature review of sporting role model (SRM) led interventions
Low computational complexity for optimizing energy efficiency in Mm-wave hybrid precoding system for 5G
Get PDFMillimeter-wave (mm-wave) communication is the spectral frontier to meet the anticipated
significant volume of high data traffic processing in next-generation systems. The primary challenges in
mm-wave can be overcome by reducing complexity and power consumption by large antenna arrays for
massive multiple-input multiple-output (mMIMO) systems. However, the circuit power consumption is
expected to increase rapidly. The precoding in mm-wave mMIMO systems cannot be successfully achieved
at baseband using digital precoders, owing to the high cost and power consumption of signal mixers and
analog-to-digital converters. Nevertheless, hybrid analog–digital precoders are considered a cost-effective
solution. In this work, we introduce a novel method for optimizing energy efficiency (EE) in the upper-bound
multiuser (MU) - mMIMO system and the cost efficiency of quantized hybrid precoding (HP) design.
We propose effective alternating minimization algorithms based on the zero gradient method to establish
fully-connected structures (FCSs) and partially-connected structures (PCSs). In the alternating minimization
algorithms, low complexity is proposed by enforcing an orthogonal constraint on the digital precoders
to realize the joint optimization of computational complexity and communication power. Therefore, the
alternating minimization algorithm enhances HP by improving the performance of the FCS through
advanced phase extraction, which involves high complexity. Meanwhile, the alternating minimization
algorithm develops a PCS to achieve low complexity using HP. The simulation results demonstrate that the
proposed algorithm for MU - mMIMO systems improves EE. The power-saving ratio is also enhanced for
PCS and FCS by 48.3% and 17.12%, respectively.ye
Team Based Learning: An Introduction
Get PDFTeam Based Learning (TBL) is an educational design pattern
that was originally developed by Larry Michaelsen of the
University of Oklahoma in the late 1970s.
TBL has a compelling evidence base which indicates that is
can be a suitable approach for helping students to achieve
learning outcomes, develop critical thinking skills, and
develop teamworking skills (see Liu and Beaujean., 2017;
Swanson et al., 2017 for meta-analyses on TBL and learning).
Characteristics of TBL
The TBL approach has a number of hallmarks:
Permanent Diverse Teams: TBL involves diverse, lecturer selected permanent teams of students who work together
throughout a whole module.
Module organised into TBL units: A module is organised into
a number of “units” (usually 4 to 8) within which a TBL “cycle”
is facilitated over the course of 1 to 3 weeks.
Within each TBL cycle, there are four phases:
Phase 1 – “Readiness Assurance Process” Phase:
Students commence the TBL cycle by independently
engaging in pre-class preparation, be it reading, video,
recorded lecture, H5P or other activity. Pre-class material
introduces students to the key concepts associated with the
TBL unit.
Once students arrive at class, they complete an individual
Multiple-Choice Quiz (MCQ) on the content. This is followed
by a Team MCQ: the exact same quiz, but this time in their
teams. Naturally, the team quiz promotes peer learning as
students clarify concepts with one another as they complete
the quiz. By monitoring the scores in the Team Quiz, the
lecturer can then provide targeted clarification on the areas
that may be causing confusion for student
Examining the relationship between spatial ability and cognitive load during complex problem solving
Get PDFSpatial ability is documented as a predictor of success in STEM disciplines and noted to contribute
to individuals problem-solving approaches. While there is a significant body of correlational
evidence indicating that spatial ability relates to success in different areas in STEM, there is a gap
in understanding of the cause of this relationship. The work presented through this paper seeks to
contribute towards addressing this gap. Spatial ability is outlined as a cognitive factor through
theories of intelligence. Thus, it is theorised through this research that spatial ability’s contribution
to complex problem solving may be due to the management of cognitive resources. To evaluate this
theory, this paper seeks to explore whether individuals with higher levels of spatial ability have a
greater capacity to manage cognitive resources while solving problems, therefore reducing the
cognitive load experienced.
Undergraduate engineering students in their first (n = 114) and third (n = 79) year of study were
invited to participate in the research. Participants were asked to solve the three-disk and more
difficult four-disk Tower of Hanoi problem, which are representative of a complex problem.
Following the completion of each problem a 9-point Likert-type item was administered to measure
cognitive load. Three psychometric spatial tests were administered to participants, The Purdue
Spatial Visualization Test and Rotations/Mental Rotation Test-A, Surface Development Test, and
Paper Folding Test.
Through analysis of the data a significant relationship was found between spatial ability and
problem-solving performance, where higher levels of spatial ability related to improved
performance. A significant relationship was also found between spatial ability and the cognitive
load experienced during problem solving, where higher levels of spatial ability related to lower
levels of cognitive load. These findings suggest that higher levels of spatial ability support the
management of cognitive resources during problem solving. The findings are discussed in relation
to the existing body of research and potential avenues for future work are explored
Discrete event simulation of a multi robot pick and place system for reinforcement learning research
Get PDFThis poster described a implementation of simulation environment for a Pick and
Place conveyer belt for multi robot system based on the Gym library to be used to
train Reinforcement Learning agents - see figure below. Our goal is to build this
simulation as close as real world conveyer with robots working system. The factors
included inside simulation are robot arm speed, conveyor speed, the probability of
part distribution, conveyer length , conveyor width, 5 scheduling disciplines for pick
and place and robots workspace size
Final Year Capstone Group & Individual Assessment
Get PDFThe context of the assessment task for this 4th Year Final
capstone assessment is based on the widely acclaimed
‘Dragon’s Den’ BBC programme that showcases
entrepreneurs' business ideas to investors.
The investment for the commercial transaction is reflected
in a shareholder's agreement. This authentic assessment is
linked to the professional practice of a commercial lawyer.
The rationale of this capstone assessment is to engage final
year students in the Commercial Law module in the Law and
Tax Level 8 programme to draft and negotiate a shareholders’
agreement. This real-world problem-based assignment is
designed to embed learning outcomes to include teamwork,
problem solving, collaboration, communication to deepen
learning and evaluate and critically analyse commercial
clauses and key concepts. Students collaborate with peers to
negotiate the terms of the commercial agreement. Students'
adversarial skills are linked to professional practice and
develop key law graduate attributes
The contribution of Gaelic football participation to physical activity in Irish youth
Get PDFBackground: Physical activity (PA) provides a range of health benefits for adolescents. However,
approximately 80% of adolescents internationally fail to meet the PA guidelines. Organised sport
(OS) participation is recognised as one of the “eight investments that work” for increasing PA.
Yet, evidence highlights low levels of PA achieved in OS practice sessions, while coaches employ
approaches that do not maximise PA attainment.
Aim: This research aimed to: (i) determine the contribution of Gaelic football participation to
adolescents’ overall daily PA levels; (ii) describe the coaching practices applied by youth Gaelic
games coaches and their awareness, knowledge, and perceptions of PA; and (iii) examine the
impact an alternative approach to coaching, a Game Based Approach (GBA), may have on PA
levels in a youth Gaelic football setting.
Methods: The total PA levels attained by 130 adolescents (males: n=65; females; n=65) during
two different nine-day measurement periods and during Gaelic football participation was
determined using activPAL3M accelerometers. A mixed-methods design using quantitative (survey;
n=1660) and qualitative (semi-structured interviews; n=22) methods was utilised to assess the
current coaching practices of youth Gaelic games coaches in the context of coaching approaches
that best promote PA. Finally, an intervention was employed to investigate the impact of a GBA
on players’ PA levels and perceptions of practice sessions in two youth Gaelic football teams (U17
boys; n=18; U16 girls: n=20).
Results: Gaelic football participation provided 25-38 minutes of MVPA and significantly
increased participants’ likelihood of meeting the PA guidelines. However, approximately 50% of
Gaelic football practice session time was spent inactive or in light intensity PA. Coaches reported
to spend the majority of practice session time in training from activities (e.g., drills), arranged in a
linear format. Coaches also appreciated the importance of their players accumulating PA, yet a low
proportion could accurately identify the PA guidelines. When implemented within Gaelic football
coaching sessions, the GBA intervention led to a significant increase in practice session PA levels
and daily PA levels, while also positively impacting players experiences of the practice sessions.
Conclusion: The evidence presented in this thesis highlights the substantial PA contribution of
youth Gaelic football participation. However, it was apparent that considerable proportions of
time during Gaelic football participation were spent inactive, while coaches maintain approaches
which limit PA attainment. An alternative approach, a GBA, holds considerable potential to
positively impact the coaching environment and enhance the contribution of participation in youth
Gaelic football to participants' daily PA levels.ye
Rights of nature in Ireland: towards a living island of rights-bearing communities. Submission to the Citizens’ Assembly on Biodiversity Loss
Get PDFThere is growing interest in the concept of ‘Rights of Nature’ and the legal possibilities it offers as a means of protecting the natural world when regulatory efforts fail. David Boyd, the current UN Special Rapporteur on Human Rights and the Environment, has defined Rights of Nature as “the rights of non-human species, elements of the natural environment and inanimate objects to a continued existence unthreatened by human activities”.2 In a practical and legal sense, the concept is centred on the premise that Nature’s integrity and regenerative capacity have the intrinsic right to flourish and the right to defence in a court of law against harms, with the authority of constitutional law where necessary
D4.3 Annual report on the implementation of the research career development framework training workshops. 1st report.
Get PDFAn essential goal of the RUN European University is that RUN-EU researchers will develop strong competencies in research and transferable skills and the ability to plan their future career and learning paths. The European Charter for Researchers (Commission Recommendation 2005/251/EC) views teaching as an essential means for structuring and disseminating knowledge and as such as an invaluable option within researcher career paths (see also European Commission, Press release 18 January 2022).
This document focuses in detail on the RUN-EU PLUS Research Career Development Framework training workshops and the implementation of the inaugural workshop in June 2022. The RUN-EU PLUS Deliverable 4.2 (D4.2) Researcher Career Development Training Workshop Programmes (July 2022) presents the full training programme which will delivered annually from September 2022, including the planning process and background material. This Deliverable 4.3 report is the first of three annual RUN-EU PLUS reports of Work Package 4 presenting the workshop content that was delivered and the feedback responses from workshop participants. Suggestions for improvements will be implemented in the subsequent editions of the programme
4S (Significant, Same, Specific, Simultaneous) Application Exercise –Alternatives to Multiple Choice
Get PDFThe 4S (significant, same, specific simultaneous) model helps
to ensure that educators design TBL application exercises
which will facilitate engaging whole-class discussions. The
type of application exercise most associated with TBL is the
A.B,C,D Multiple Choice model, which is outlined in x [Link to
Stephanie].
Other application exercises that align with the 4S
model include:
• X Marks the Spot
• Gallery task
• Make the Grade
X Marks the Spot
This is where an image is projected onto a wall and teams
simultaneously place a marker on the image to indicate a
decision they have been tasked with making (specific choice).
I used this approach with a group of 15 Consumer Psychology
students (year 3 Business Psychology) in a class on persuasive
design. A webpage from a shopping website was projected
on to the wall. The application exercise required students
to apply their learning about cognition and persuasion to
pinpoint (with a Post-It note) the area on the webpage that
they felt was most problematic in terms of persuading
consumers to purchase a product (i.e. teams all had the same,
significant practice-related task). This required them to use
their learning from their pre-readings, other units from the
module, and their reasoning skills to make a specific decision
together