NUI Maynooth Eprint Archive
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Examination of Driver Visual and Cognitive Responses to Billboard Elicited Passive Distraction Using Eye-Fixation Related Potential
No full textDistractions external to a vehicle contribute to visual attention diversion that may cause traffic accidents. As a low-cost and efficient advertising solution, billboards are widely installed on side of the road, especially the motorway. However, the effect of billboards on driver distraction, eye gaze, and cognition has not been fully investigated. This study utilises a customised driving
simulator and synchronised electroencephalography (EEG) and eye tracking system to investigate the cognitive processes relating to the processing of driver visual information. A distinction is made between eye gaze fixations relating to stimuli that assist driving and others that may be a source
of distraction. The study compares the driver’s cognitive responses to fixations on billboards with fixations on the vehicle dashboard. The measured eye-fixation related potential (EFRP) shows that the P1 components are similar; however, the subsequent N1 and P2 components differ. In addition, an EEG motor response is observed when the driver makes an adjustment of driving speed when prompted by speed limit signs. The experimental results demonstrate that the proposed measurement system is a valid tool in assessing driver cognition and suggests the cognitive level of engagement to the billboard is likely to be a precursor to driver distraction. The experimental results are compared
with the human information processing model found in the literature
Citizen Science in Ireland
No full textIreland has a rich history of public engagement with science and the growing number of national citizen science initiatives is in keeping with developments seen in other European countries. This paper explores several aspects of citizen science in Ireland, in order to assess its development and to better understand potential opportunities for the field. An introduction to the roots of citizen science in Ireland’s past, from the first methodical
observations of natural phenomena carried out at monastic settlements up to present day projects monitoring environmental change and biodiversity, is presented along with an overview of the current national citizen science projects running in the country. This cataloging of contemporary citizen science will be compared to the awareness of citizen science in the Irish education system at primary, post-primary, and university level. These
measures of progress will be considered in the changing context of international citizen science funding and available support, such as the European Citizen Science Association and the EU-Citizen. Science platform. Citizen science in Ireland is at a critical point. If citizen
science is embraced as a truly social and participatory innovation, Ireland has the chance to not only dramatically improve its citizen science output, but to also become a model of best practice for countries at similar stages of citizen science development
(Re)framing a philosophical and epistemological framework for teaching and learning in STEM: Emerging pedagogies for complexity
No full textToday’s learners are engaging in study where access to knowledge is easier than it ever has been in
human history. Rapid advancement of technology and the increasing ease with which communication and interaction can occur has dramatically changed the landscape in which teachers of science, technology, engineering and mathematics (STEM) operate. The contemporary skills that students
are required to possess include inter alia problem solving, creativity, teamwork abilities, communication skills and emotional intelligence. Despite the universal acceptance of their importance, these skills are commonly cited as underdeveloped and in addition, are still accompanied by outmoded ‘traditional’ forms of teaching and assessment. While the approaches of twentieth-century education
were successful in developing knowledge stores, the ubiquity of access to knowledge—coupled with the constantly changing nature of the world today—requires alternative conceptions of teaching and learning. This article focuses primarily on an exploration of learning metaphors and teaching with
the overall lens of creating self-regulated and furthermore, self-determined learners. The article begins with an exploration of learning in STEM education and a critique of the pedagogical perspective, discussing why this epistemology may be insufficient for contemporary STEM learning. The article then considers an alternative and potentially more contemporary notion; the emergent pedagogic space. The article presents a theoretical model to conceptualise learning in STEM education, with the goal of informing both practice and research. The realisation of this proposed emergent pedagogical space is explored through an applied case study from a design and technology
Teachers’ Perspectives on Achieving an Integrated Curricular Model of Primary STEM Education in Ireland: Authentic or Utopian Ideology?
No full textIntegrative science, technology, engineering and mathematics (STEM) education is heralded as a promising model for effective learning of 21st century STEM literacies and has been suggested as an approach that increases student motivation and engagement. In recent years Ireland has introduced policy with a renewed emphasis on integrated STEM education across all levels of schooling and paying particular attention to the early years and primary settings. The available international literature cites many concerns with potential barriers and failures to achieve authentic integration of the various STEM disciplines in educational contexts. An important determinant of the success of integrated STEM curricula are the backgrounds and attitudes of the individual teachers, as well as supports/experiences in designing and implementing an integrated curricular approach. In the Irish context, this is often in conflict with prescribed overloaded curricula and a subject focused education system. Therefore, research is required into primary school teachers’ perspectives on achieving a truly integrated model of STEM education, particularly in the Irish context. This study employed a qualitative approach using semi-structured interviews with a sample of practicing teachers (N = 6) to gather perspectives on the potential and challenge of integrating STEM in their respective experiences. These teachers were enrolled in a practice orientated module on STEM education as part of their postgraduate studies. The data gathered was analysed to ascertain these teachers’ perspectives on the supports needed to overcome the challenges of integrating STEM subjects within their professional settings. Essentially, the findings of this study will discuss whether such an integrated STEM model is an authentic or utopian ideology
Educating the Senses: Explorations in Aesthetics, Embodiment and Sensory Pedagogy
No full textThis volume takes two different, albeit intertwined approaches. The first concerns a reformulation of aesthetics in education—one which highlights the sensory dimensions of educational experience. The second concerns a turn to the body and the senses as that which is deeply involved in practices of teaching and learning
Evaluation of metal-based antimicrobial compounds for the treatment of bacterial pathogens
No full textAntimicrobial resistance (AMR) is one of the greatest global health challenges of modern times and its prevalence is rising worldwide. AMR within bacteria reduces the efficacy of antibiotics and increases both the morbidity and the mortality associated with bacterial infections. Despite this growing risk, few antibiotics with a novel mode of action are being produced, leading to a lack of antibiotics that can effectively treat bacterial infections with AMR. Metals have a history of antibacterial use but upon the discovery of antibiotics, often became overlooked as antibacterial agents. Meanwhile, metal-based complexes have
been used as treatments for other diseases, such as the gold-containing drug auranofin, used to treat rheumatoid arthritis. Metal-based antibacterial compounds have novel modes of action that provide an advantage for the treatment of bacterial infections with resistance to conventional antibiotics. In this review, the antibacterial activity, mode of action, and potential for systemic use of a number of metal-based antibacterial complexes are discussed. The current limitations of these compounds are highlighted to determine if metal-based agents are a potential solution for the treatment of bacterial infections, especially
those resistant to conventional antibiotic
Proteomic profiling and glycomic analysis of the yeast cell wall in strains with Aflatoxin B 1 elimination ability
No full textThe use of microorganisms for Aflatoxin B1 elimination has been studied as a new alternative tool and it
is known that cell wall carried out a critical role. For
that reason, cell wall and soluble intracellular fraction
of eight yeasts with AFB1 detoxification capability
were analysed. The quantitative and qualitative comparative label-free proteomic allowed the identification of diverse common constituent proteins, which
revealed that putative cell wall proteins entailed less
than 10% of the total proteome. It was possible to
characterize different enzymes linked to cell wall
polysaccharides biosynthesis as well as other proteins related with the cell wall organization and regulation. Additionally, the concentration of the principal
polysaccharides was determined which permitted us
to observe that β-glucans concentration was higher
than mannans in most of the samples. In order to better understand the biosorption role of the cell wall
against the AFB1, an antimycotic (Caspofungin) was
used to damage the cell wall structure. This assay
allowed the observation of an effect on the normal
growth of those yeasts with damaged cell walls that
were exposed to AFB1. This effect was not observed
in yeast with intact cell walls, which may reveal a pro�tective role of this structure against mycotoxin
The potential of using E. coli as an indicator for the surveillance of antimicrobial resistance (AMR) in the environment
No full textTo understand the dynamics of antimicrobial resistance (AMR), in a One-Health perspective, surveillance play an important role. Monitoring systems already exist in the human health and livestock sectors, but there are no environmental monitoring programs. Therefore there is an urgent need to initiate environmental AMR monitoring programs nationally and globally, which will complement existing systems in different sectors. However, environmental programs should not only identify anthropogenic influences and levels of AMR, but they
should also allow for identification of transmissions to and from human and animal populations. In the current review we
therefore propose using antimicrobial resistant Escherichia coli as indicators for monitoring occurrence and levels of AMR in the environment, including wildlif
Enzyme-catalyzed synthesis of malonate polyesters and their use as metal chelating materials
No full textFollowing the environmental problems caused by non-degradable plastics there is a need to synthesise greener and more sustainable polymers. In this work we describe, for the first time, the facile enzyme-catalysed synthesis of linear polyesters using dimethyl malonate as the diester. These polymers, containing a different aliphatic diol component (C4, C6 or C8), were synthesised in solventless conditions using immobilized Candida antarctica lipase B as the biocatalyst. The potential of enzymes for catalysing this reaction is compared with the unsuccessful antimony- and titanium-catalysed synthesis (T > 150 °C). The application of the synthesized polymers as effective metal chelators in biphasic, green solvent systems was also described, together with the characterisation of the synthesised materials
Reply to Comment on ‘On the relationship between Atlantic meridional overturning circulation slowdown and global surface warming’
No full textIn their comment on our paper (Caesar et al 2020 Environ. Res. Lett. 15 024003), Chen and Tung
(hereafter C&T) argue that our analysis, showing that over the last decades Atlantic meridional
overturning circulation (AMOC) strength and global mean surface temperature (GMST) were
positively correlated, is incorrect. Their claim is mainly based on two arguments, neither of which
is justified: first, C&T claim that our analysis is based on ‘established evidence’ that was only true
for preindustrial conditions—this is not the case. Using data from the modern period
(1947–2012), we show that the established understanding (i.e. deep-water formation in the North
Atlantic cools the deep ocean and warms the surface) is correct, but our analysis is not based on
this fact. Secondly, C&T claim that our results are based on a statistical analysis of only one cycle of
data which was furthermore incorrectly detrended. This, too, is not true. Our conclusion that a
weaker AMOC delays the current surface warming rather than enhances it, is based on several
independent lines of evidence. The data we show to support this covers more than one cycle and
the detrending (which was performed to avoid spurious correlations due to a common trend) does
not affect our conclusion: the correlation between AMOC strength and GMST is positive. We do
not claim that this is strong evidence that the two time series are in phase, but rather that this
means that the two time series are not anti-correlated