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A spiking model of Cell Assemblies: Short term and associative memory
Get PDFCell Assemblies are the neural basis of both long and short term memories. Cell Assemblies, whose neurons persistently fire, are active short term memories while the neurons are firing, and the memory ceases to be active when the neurons stop firing. This paper provides simulations of excitatory spiking neurons with small world topologies that persist for several hundred milliseconds. Extending this model to include short term depression allows the Cell Assemblies to persist for several seconds, a reasonable psychological duration. These Cell Assemblies are combined in a simple associative memory so that when three Cell Assemblies are associated, ignition of two causes the third to ignite, while pairs of un-associated Cell Assemblies do not lead to the ignition of other Cell Assemblies. This mechanism has a larger capacity than a Hopfield net. The simulations provide a simple neurally based simulation model of short term and associative memory. A discussion of the current psychological theories, other mechanisms for short term memory, the strengths and weaknesses of the paper's simulated models, and proposed challenges are also provided
Launch event A2 poster - Behind the screens: stories from the Covid-19 vaccination programme in North Central London
No full textA poster depicting the timeline and promoting the website
Supporting autistic midwifery students: fostering inclusion and empowerment
Get PDFDespite a growing understanding of autism and its prevalence among health care professionals, little attention has been paid to the experiences of autistic students studying midwifery. Research has indicated a rising number of health care professionals identifying as autistic and this trend likely extends to midwifery students as well (McCowan et al 2022). Moreover, it is important to consider the potential under-reporting of autistic individuals in the health care field, as they may possess strengths that make them well-suited for such professions (McCowan et al 2021)
Using digital technology: educating midwives about neurodiversity
No full text- Background
The medical model of disability has long defined neurodevelopmental differences as disorders and deficits and reveals cultural prejudice, leading to oppression for those diagnosed. Instead, neurodiversity roots itself in the social model of disability, which asserts that neurodivergent people are disabled by barriers in society. Given that an estimated 1 in 7 of the population is neurodivergent, better understanding is needed to support the learning and working environments for neurodivergent people.
Ensuring that neurodivergent colleagues and students are appropriately supported in the workplace necessitates radical change in workplace mentalities. Therefore, institutions should include neurodiversity awareness training to improve inclusion. The Royal College of Midwives (RCM) has collaborated with a group of neurodivergent maternity practitioners to develop an innovative and interactive eLearning package for midwives, midwifery students and Maternity Support Workers.
- Development
A group of neurodivergent midwifery lecturers, midwives and students worked collaboratively with the Education Team at the RCM to develop an eLearning resource for midwives, midwifery students and MSWs. The eLearning module aimed to educate practitioners about working alongside neurodivergent colleagues and students to improve awareness and inclusion.
The resource was developed using a range of innovative and interactive tools including animation and simulation. This required expertise from the RCM’s eLearning technologist, as well as professional expertise and lived experience from neurodivergent practitioners and students. The resource will be showcased in the presentation.
- Implications for education
The resource has been made available to the 50000 members of the RCM and will be continuously evaluated by the eLearning team. The module will be used as the basis for further work to educate and raise awareness for those supporting and working alongside neurodivergent practitioners. This module will contribute to the inclusion and diversity agenda by ensuring that neurodivergent voices are heard. By raising awareness of the disabling barriers linked to unsuitable work environments, this module aims to improve understanding and implementations of reasonable adjustments for neurodivergent midwives, midwifery students and MSWs of the future
Statutory audit and corporate governance: Evidence from the small and medium-sized AIM companies
Get PDFThis thesis revolves around the “triangle relationship” among the shareholders, directors, and statutory auditors of a sample of small and medium-sized AIM companies of the London Stock Exchange for the financial periods covering 2010 to 2015 towards the demand and supply of statutory audit services, aiming to provide answers to the research questions of three empirical studies as follows. Firstly, what are the drivers of statutory audit fee? Secondly, what are the triggers of statutory auditor switching? Thirdly, what are the determinants of audit report lag?
The first empirical study of this thesis shows that the small and medium-sized AIM companies that formed audit committee tends to pay lower statutory audit fee while a newly appointed statutory auditor tends to charge lower statutory audit fee at the initial engagement. However, the dual role of nominated adviser cum broker or the newly appointed chief executive officer does not influence the level of statutory audit fee.
The second empirical study of this thesis reveals that the appointment of new chief executive officer or new nominated adviser can trigger the statutory auditor switching in the following year. In addition, the small and medium-sized AIM companies are more likely to switch statutory auditors when the level of statutory audit fee or non-audit fee is costlier. On the other hand, they are also more likely to switch statutory auditors if they have audit committee and received modified audit report.
The third empirical study of this thesis demonstrates that the extent of audit report lag for the small and medium-sized AIM companies is explained by the level of auditor-client negotiations and not by the corporate governance characteristics. The audit report lag is longer when the level of discretionary accruals is higher or when modified audit report is issued. However, the existence of audit committee, chief executive officer cum chairman, or nominated adviser cum broker does not enhance the financial reporting timeliness.
Other than contributing to the existing literature into the aspects of statutory audit for smaller listed companies, this thesis also provides the preliminary and entirely new evidence on the influential role of the unique advisory feature of nominated adviser when fixing the statutory audit fee, deciding the statutory auditor switching, and determining the audit report lag of AIM companies.
Thermodynamics of mechanopeptide sidechains
Get PDFBiological systems are often exposed to mechanical perturbations, which may modulate many biochemical processes. Ligand binding involves a wide range of structural changes in the receptor protein, from hinge movement of entire domains to minor sidechain rearrangements in the binding pocket residues. Hydrophobic ligand binding to protein alters the system’s vibrational free energy, allowing different conformational states of allosteric proteins. Excess hydrophobicity in protein–ligand binding generates mechanical force along the peptide backbone through the hydrophobic effect. We describe mechanically strained peptide structures involved in protein aggregation to determine the transition between the initial condensation of hydrophobic polypeptide chains into ordered fibrillar structures. This transition is due to the excess attractive hydrophobic force by ligand binding within proteins into fibrillar assemblies. The process of fibrillar formation has a mechanosensitive nature, which significantly influences the pathogenesis of several neurodegenerative diseases
A Delphi study to strengthen research methods training in undergraduate psychology programmes
Get PDFPsychology programmes often emphasise inferential statistical tests over a solid understanding of data and research design. This imbalance may leave graduates under-equipped to effectively interpret research and employ data to answer questions. We conducted a two-round modified-Delphi to identify the research methods skills that the UK psychology community deems essential for undergraduates to learn. Participants included 103 research methods instructors, academics, students, and non-academic psychologists. Of 78 items included in the consensus process, 34 reached consensus. We coupled these results with a qualitative analysis of 707 open-ended text responses to develop nine recommendations for organisations that accredit undergraduate psychology programmes—such as the British Psychological Society (BPS). We recommend that accreditation standards emphasise (1) dataskills, (2) research design, (3) descriptive statistics, (4) critical analysis, (5) qualitative methods, and (6) both parameter estimation and significance testing; as well as (7) give precedence to foundational skills, (8) promote transferable skills, and (9) create space in curricula to enable these recommendations. Our data and findings can inform modernised accreditation standards to include clearly-defined, assessable, and widely-encouraged skills that foster a competent graduate body for the contemporary world
THE Awards spotlight: Most Innovative Teacher of the Year - lessons learned: what makes an effective university teacher?
No full textThis session will recognise academics whose imagination and passion have transformed a course and inspired students. It will include:
Evidence of how effective teachers evaluate and develop their professional progress with regard to teaching
Examples of exceptional engagement with students and how this has impacted positively in and beyond an academic role, including how this has had an effect beyond their institution
Case studies of sustained commitment to advancing and positively influencing the student experience
Examining racial and gender biases in teaching evaluations of instructors by students on an online platform in the UAE
Get PDFIntroduction: Student evaluations of teachers (SETs) carry significance for academics' career progression, but evidence suggests that these are influenced by students' expectations and biases. Previous research has shown that female lecturers are viewed less favorably compared to male lecturers. Racial bias has also been observed in higher education. For example, few studies administered in the U.S. found that African American lecturers received lower ratings than White lecturers. Current research investigates whether biases based on instructors' gender (male, female) and race (White and South Asian) influence university students' perception of instructors in an online teaching environment in the UAE. Methods: Using a between group design, 318 participants viewed one of the four videos (male-South Asian, female-South Asian, male-White, female-White) of a virtual instructor teaching social psychology and then responded to teaching evaluation questions. Results: Factorial ANOVAs were administered. Biases showcased consistent preference for male and South Asian lecturers. Male lecturers were perceived to be treating students with more respect, speaking in a more appropriate manner, displaying more enthusiasm for the subject, and more approachable than female lecturers. South Asian lecturers were perceived to be more sensitive toward students' feelings, displaying more enthusiasm for the subject, and more approachable than White lecturers. Overall, students expressed wanting to study more from male and South Asian lecturers compared to female and White lecturers. Discussion: Biases emerged in interpersonal variables, such as approachability, sensitivity, enthusiasm for subject, and respect, and not in the domains of knowledge, presentation skills, and stimulating thinking. Findings reinforce that relying on teaching evaluations may not be accurate, and highlight how certain unconscious biases could impact professional growth of academics
Android code vulnerabilities early detection using AI-powered ACVED plugin
Get PDFDuring Android application development, ensuring adequate security is a crucial and intricate aspect. However, many applications are released without adequate security measures due to the lack of vulnerability identification and code verification at the initial development stages. To address this issue, machine learning models can be employed to automate the process of detecting vulnerabilities in the code. However, such models are inadequate for real-time Android code vulnerability mitigation. In this research, an open-source AI-powered plugin named Android Code Vulnerabilities Early Detection (ACVED) was developed using the LVDAndro dataset. Utilising Android source code vulnerabilities, the dataset is categorised based on Common Weakness Enumeration (CWE). The ACVED plugin, featuring an ensemble learning model, is implemented in the backend to accurately and efficiently detect both source code vulnerabilities and their respective CWE categories, with a 95% accuracy rate. The model also leverages explainable AI techniques to provide source code vulnerability prediction probabilities for each word. When integrated with Android Studio, the ACVED plugin can provide developers with the vulnerability status of their current source code line in real-time, assisting them in mitigating vulnerabilities. The plugin, model, and scripts can be found on GitHub, and it receives regular updates with new training data from the LVDAndro dataset, enabling the detection of novel vulnerabilities recently added to CWE