1,721,000 research outputs found
Neuroscience and careers Q&A discovery day
No full textThis live Q&A about neuroscience and careers with Dr Emma Yhnell from Cardiff University was recorded live on 27 September 2020 with Owen Gower from Dr Jenner's House
#CUatLunch - Brain training for Huntington's disease
No full textDr Emma Yhnell of Cardiff University's School of Biosciences shares an overview of Huntington's disease and how research into brain training has shown potential for slowing the development of the disease
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Innovative teaching in the molecular life sciences - you can do it too!
No full textDr Emma Yhnell is a National Teaching Fellow 2023 and won the Biochemical Society’s Teaching Excellence Award – Early Career 2024. Here she describes the simple yet impactful innovations she has brought into her classes, while reflecting on how you can innovate in your teaching too
What's it like to be a neuroscientist? - a webinar for curious children aged 5-11 years old
No full textFind out what neuroscience is and what neuroscientists do, and have a go at some experiments yourself with neuroscientists Dr Emma Yhnell & Dr Anne Cooke.
During the live event we used an interactive tool called Kahoot. Although you are not able to use this during the recorded version, you can still answer questions just by saying out loud or writing on a piece of paper.
To take part in the activities in this webinar you will need:
a coin
something you can cut up (or just take apart) like a lump of playdoh, a piece of cheese, a cake, an apple, a pork pie
paper and drawing materials (pens, pencils etc)
This webinar was held by the British Neuroscience Association during the COVID19 lockdown in the UK, in order to help support homeschooling.
We hope you enjoy
James and the giant gene
Get PDFThe Science Communication Competition is now in its fifth year. As in previous years, it aims to find young talented science writers and give them the opportunity to have their work published in The Biochemist. In 2015, a new branch of the competition was launched to include video entries. Overall this year's competition attracted 47 entries and these were reviewed by our external panel of expert judges. The first prize in the written category was awarded to Emma Yhnell from Cardiff University, whose article is presented here; the winner of the video category was Chris Morgan from the University of Birmingham. Chris Morgan's winning video can be viewed on the Society's website: http://bit.ly/1kxt8e
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
How are you today? Using wellbeing polls to dismantle power dynamics, support and include all learners in Higher Education
No full textHigher Education can include power dynamics between staff and students which are unhelpful to learning and may prevent all learners being appropriately supported and included. As an ambitious, energetic and engaging educator who advocates for diversity and inclusion in Higher Education, as we pivoted to online lectures I missed interacting with learners and welcoming them into the room. Additionally, I was unable to “read the online room” and consequently modify my teaching style and delivery as I routinely did for in-person lectures. To mitigate this and understand how students were feeling I began online teaching with a short anonymous and interactive poll - simply asking learners “How are you today?” when beginning the teaching session and giving them a variety of multiple-choice responses as shown:
Question – “How are you today?”:
• Doing great. • Feeling ok. • Not feeling great today. • Chuffed–Wales won the rugby. • Brrrrrr–it’s cold! • Show me the answers.
Wellbeing polls provide permission and an opportunity for learners to anonymously check-in with themselves. Furthermore, I proactively sought out iACT mental health first aid training, so I can confidently and briefly summarise the poll results and discuss how I am feeling, helping to break down barriers between learners and educators. I then signpost to and remind learners of support services and personal tutors as appropriate.
Wellbeing polls have been such a hit with students that I have retained them for in-person lectures. Through this simple addition to my teaching sessions, learners are reminded that academic staff care about their wellbeing. I am also aware of students who have sought additional support as a direct result of the use of wellbeing polls.
Student feedback on this simple addition to teaching sessions has been extremely positive: “I love the wellbeing polls. Emma, you understand and care about us. I appreciate that you ask us how we are…especially useful when I was feeling low…you reminded me people do care –Year-1 Student”
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