Factors affecting transition to second year of an engineering degree

Much research has focused on students’ transition from secondary school to university. Less is known about the transition from first to second year of a university degree programme. Given the difficulties that many students face at this stage of their education, research into the relevant factors is required. Through questionnaires and focus groups, views of second- and third-year aerospace and mechanical engineering students in our university have been gathered. A large majority believed that both the volume and difficulty of work increased in second year. Many stated that first year was slightly too trivial and could have been made more challenging to prepare them better for second year. Different teaching and assessment styles in second year were considered to affect attendance and performance. The survey revealed that students were generally very well settled into university life by the end of first year and were happy with their choice of course and only 23% reported that financial responsibilities have had a negative effect on their academic performance. Differences were observed between male and female students. Male students believed that transition was helped by having regular assessments and by worked examples in lectures. Females found the teaching staff were the most helpful factor for a successful transition. The results indicate that males require more structure and guidance whereas females are more independent and settle in better.

Science learning in the outdoors to support primary-secondary transition

This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. This study analyses the benefits of outdoor learning through the use of shared learning days with young people in the primary-secondary transition phase. This paper argues that a carefully designed programme of outdoor ‘shared learning days’ with young people in both phases working together is a sound model to help address the recommendations arising from specific transition issues (Mullan, 2014; Rose, 2009) through the delivery of aligned outcomes (cognitive, affective, interpersonal/social and physical/behavioural) and impact from learning science outdoors (Rickinson et al., 2004).

Peer Mentoring and Professionalism

Peer mentoring has been a success for everyone involved resulting in a ‘win-win-win’ situation for mentors, mentees and university schools and departments (Andrews and Clark, 2011). Mentors have the opportunity to develop key transferable skills such as communication and leadership, which in turn can enhance their employability opportunities. There is also potential to increase and develop social and academic confidence. For mentees the benefits include the opportunity to gain advice, encouragement and support during the transition period from school/college/work to university along with the opportunity to gain an insight into the stages of university life by learning the "rules of the game". Through peer mentor schemes University schools and departments are meeting the demand to support student success while assisting student transition and reducing attrition. This paper will focus on the peer mentor scheme set up in the School of Electronics, Electrical Engineering and Computer Science at Queen’s University Belfast specifically the development of employability skills through company involvement in the scheme.

LES of flame acceleration and DDT in hydrogen-air mixture using artificially thickened flame approach and detailed chemical kinetics

A large eddy simulation is performed to study the deflagration to detonation transition phenomenon in an obstructed channel containing premixed stoichiometric hydrogen–air mixture. Two-dimensional filtered reactive Navier–Stokes equations are solved utilizing the artificially thickened flame approach (ATF) for modeling sub-grid scale combustion. To include the effect of induction time, a 27-step detailed mechanism is utilized along with an in situ adaptive tabulation (ISAT) method to reduce the computational cost due to the detailed chemistry. The results show that in the slow flame propagation regime, the flame–vortex interaction and the resulting flame folding and wrinkling are the main mechanisms for the increase of the flame surface and consequently acceleration of the flame. Furthermore, at high speed, the major mechanisms responsible for flame propagation are repeated reflected shock–flame interactions and the resulting baroclinic vorticity. These interactions intensify the rate of heat release and maintain the turbulence and flame speed at high level. During the flame acceleration, it is seen that the turbulent flame enters the ‘thickened reaction zones’ regime. Therefore, it is necessary to utilize the chemistry based combustion model with detailed chemical kinetics to properly capture the salient features of the fast deflagration propagation.

A novel hybrid swarm based approach for curriculum based course timetabling problem

This work applies a hybrid approach in solving the university curriculum-based course timetabling problem as presented as part of the 2nd International Timetabling Competition 2007 (ITC2007). The core of the hybrid approach is based on an artificial bee colony algorithm. Past methods have applied artificial bee colony algorithms to university timetabling problems with high degrees of success. Nevertheless, there exist inefficiencies in the associated search abilities in term of exploration and exploitation. To improve the search abilities, this work introduces a hybrid approach entitled nelder-mead great deluge artificial bee colony algorithm (NMGD-ABC) where it combined additional positive elements of particle swarm optimization and great deluge algorithm. In addition, nelder-mead local search is incorporated into the great deluge algorithm to further enhance the performance of the resulting method. The proposed method is tested on curriculum-based course timetabling as presented in the ITC2007. Experimental results reveal that the proposed method is capable of producing competitive results as compared with the other approaches described in literature

HNF1B variants associate with promoter methylation and regulate gene networks activated in prostate and ovarian cancer

Two independent regions within HNF1B are consistently identified in prostate and ovarian cancer genome-wide association studies (GWAS); their functional roles are unclear. We link prostate cancer (PC) risk SNPs rs11649743 and rs3760511 with elevated HNF1B gene expression and allele-specific epigenetic silencing, and outline a mechanism by which common risk variants could effect functional changes that increase disease risk: functional assays suggest that HNF1B is a pro-differentiation factor that suppresses epithelial-to-mesenchymal transition (EMT) in unmethylated, healthy tissues. This tumor-suppressor activity is lost when HNF1B is silenced by promoter methylation in the progression to PC. Epigenetic inactivation of HNF1B in ovarian cancer also associates with known risk SNPs, with a similar impact on EMT. This represents one of the first comprehensive studies into the pleiotropic role of a GWAS-associated transcription factor across distinct cancer types, and is the first to describe a conserved role for a multi-cancer genetic risk factor.